1 ST Grade GOMath Textbook 2

© Houghton Mifflin Harcourt Publishing Company
Curious George by Margret and H.A. Rey. Copyright © 2010 by Houghton Mifflin Harcourt Publishing Company.
All rights reserved. The character Curious George®, including without limitation the character’s name and the
character’s likenesses, are registered trademarks of Houghton Mifflin Harcourt Publishing Company.
Chapter 6
6
Chapter
Cur
ious Ab
out Math w
ith
They buy 15 apples in all.

Dan and May like apples.
If Dan buys 10 apples, how

many apples does May buy?
Numbers
Count and Model
two hundred thirty-seven

237
Name
Show Wha t You Know
Explore Numbers 6 to 9
Count how many. Circle the number.
1. 2.
6 8
7 9
Count Groups to 20
Circle groups of 10. Write how many.
3. 4.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©PhotoDisc/Getty Images
— —
Make Groups of 10
Use . Draw to show a group of 10
in two different ways.
5. 6.
This page checks understanding of important skills needed Personal Math Trainer
for success in Chapter 6. Online Assessment
and Intervention
238 two hundred thirty-eight

Name
Review Words
Voca bula ry Builder one two
three four
five six
Visualize It seven eight
Draw pictures in the box to show the number. nine ten
two
nine
five
Understand Vocabulary
Write a review word to name the number.
1.
———
2.
———
3.
———
Interactive Student Edition

Chapter 6 Multimedia eGlossary two hundred thirty-nine 239
Chapter 6 Game Show the
12
Numbers
Materials • and • 6
54
3
3 Read the number. Use to
• 20 • show the number on a ten
frame.
Play with a partner. 4 Have your partner count the
1 Put your on START. to check your answer. If
12 you are not correct, lose a turn.
2 Spin the 6 5 4 3 . Move your
that many spaces. 5 The first player to get to
END wins.
12 3
17
6 14 8 13
7 15
4 16
2
1 9
14 11
START 18 20 19
8 10
6
15
12 END
18 13 7
19 18 11 10 20
3 5
5 1 9
14 20 2 4
10 16
17
240 two hundred forty

Name Lesson 6.1
Count by Ones to 120 Number and Operations in
Essential Question How can knowing a counting Base Ten—1.NBT.1
pattern help you count to 120? MATHEMATICAL PRACTICES
MP.5, MP.7, MP.8
Listen
Listen and
and Draw
Draw
Write the missing numbers.
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
Math
Talk Mathematical Practices
FOR THE TEACHER • Read the following problem.

Explain how you know
Debbie saw this page in a puzzle book. Two rows which numbers are
of numbers are missing. Use what you know about
counting to write the missing numbers.
missing.
Chapter 6 two hundred forty-one 241

Model
Model and
and Draw
Draw
Count forward. 1 2 3 4 5 6 7 8 9 10
Write the numbers. 11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
10, 11 —, —, —, — 71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
100, 101
—, —, —, —
91 92 93 94 95 96 97 98 99 100
101 102 103 104 105 106 107 108 109 110
110, 111
—, —, —, —
111 112 113 114 115 116 117 118 119 120
Share
Share and
and Show
Show Look for a
pattern to help
Use a Counting Chart. Count forward. you write the
numbers.
Write the numbers.
1. 114, —, —, —, —, —, —
2. 51, —, —, —, —, —, —
3. 94, —, —, —, —, —, —
4. 78, —, —, —, —, —, —
5. 35, —, —, —, —, —, —
6. 104, —, —, —, —, —, —
242 two hundred forty-two
Name
On
On Your
Your Own
Own
MATHEMATICAL
PRACTICE Look for a Pattern
7
Use a Counting Chart. Count forward.

Write the numbers.
7. 19, —, —, —, —, —, —, —, —
8. 98, —, —, —, —, —, —, —, —
9. 60, —, —, —, —, —, —, —, —
10. 27, —, —, —, —, —, —, —, —
11. 107, —, —, —, —, —, —, —, —
12. 43, —, —, —, —, —, —, —, —
13. 68, —, —, —, —, —, —, —, —
14. Use a Counting Chart to write

SMARTER
the numbers counting forward.
— , — , — , — , — ,120
Chapter 6 • Lesson 1 two hundred forty-three 243

MATHEMATICAL PRACTICES
OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr WRITE Math
Use a Counting Chart. Draw and

write numbers to solve.
15. The bag has 99 buttons.
DEEPER
Draw more buttons so there

are 105 buttons in all. Write the 99
numbers as you count.
16. The bag has 56 buttons.

SMARTER
How many more buttons do you

need to add to the bag to have
64 buttons?
56
— buttons
17. Tito counts 105 cubes. Then he counts

SMARTER
forward some more cubes. Write the numbers.

105, —, —, —, —, —, —
TAKE HOME ACTIVITY • Take a walk with your child. Count aloud FOR MORE PRACTICE:
together as you take 120 steps. Standards Practice Book
244 two hundred forty-four

Name Lesson 6.2
Count by Tens to 120 Number and Operations in
Essential Question How do numbers change Base Ten—1.NBT.1
as you count by tens to 120? MATHEMATICAL PRACTICES
MP.2, MP.5, MP.8
Listen
Listen and
and Draw
Draw
Start on 10. Count forward by tens.

Color each number as you say it.
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
Math
Which numbers in the

FOR THE TEACHER • Ask children: How do you
count by tens? Starting at 10 on the hundred hundred chart did you
chart, have children count forward by tens,
coloring each additional ten as they count.
color? Explain.
Chapter 6 two hundred forty-five 245

Model
Model and
and Draw
Draw
Start on 3. Count by tens.

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90 THINK
When you count by tens,
91 92 93 94 95 96 97 98 99 100 each number is ten more.
101 102 103 104 105 106 107 108 109 110
111 112 113 114 115 116 117 118 119 120
3, 13, 23, 33, —, —, —, —, —, —, —, —
Share
Share and
and Show
Show
Use a Counting Chart to count by tens.

Write the numbers.
1. Start on 17.
17, —, —, —, —, —, —, —, —
2. Start on 1.
1, —, —, —, —, —, —, —, —
3. Start on 39.
39, —, —, —, —, —, —, —, —
246 two hundred forty-six
Name
On
On Your
Your Own
Own
MATHEMATICAL
PRACTICEUse Patterns Use a Counting
5
Chart. Count by tens. Write the numbers.
4. 40, —, —, —, —, —, —, —, —
5. 15, —, —, —, —, —, —, —, —
6. 28, —, —, —, —, —, —, —, —
7. 6, —, —, —, —, —, —, —, —
8. 14, —, —, —, —, —, —, —, —
9. 32, —, —, —, —, —, —, —, —
10. If you start on

SMARTER
43 and count by tens, what

number is after 73 and
before 93? —
11. You say me when you start

on 21 and count by tens. I am
after 91. I am before 111.
What number am I? —
Chapter 6 • Lesson 2 two hundred forty-seven 247
DEEPERUse what you know about a Counting

Chart to write the missing numbers.
12. 13.
6 54 55
16 64
28 29 72
14. 15.
15 97 98
32
16. Use a Counting Chart. Count

SMARTER
by tens. Match each number on the left

to a number that is 10 more.
57 ● ● 103
73 ● ● 67
77 ● ● 87
93 ● ● 83
TAKE HOME ACTIVITY • Write these numbers: 2, 12, 22, 32, 42. FOR MORE PRACTICE:
Ask your child to tell you the next 5 numbers. Standards Practice Book
248 two hundred forty-eight

Name Lesson 6.3
Understand Ten and Ones
Number and Operations in
Essential Question How can you use different ways Base Ten—1.NBT.2b
to write a number as ten and ones? MATHEMATICAL PRACTICES
MP.3, MP.5, MP.6
Hands
On
Listen
Listen and
and Draw
Draw
Use to model the problem.

Draw the to show your work.
Math
How does your picture

FOR THE TEACHER • Read the problem. Tim has
10 pennies. He gets 2 more pennies. How many
show the pennies Tim
pennies does Tim have now? has? Explain.
Chapter 6 two hundred forty-nine 249

Model
Model and
and Draw
Draw
13 is a two-digit number. THINK

The 1 in 13 means 1 ten. 10 ones and 3 ones
The 3 in 13 means 3 ones. is the same as
1 ten 3 ones.
  1 
— —
3 
         ten         
   ones

 10 
— —
3 
         +         
   

13  
 —
        
Share
Share and
and Show
Show
Use the model. Write the number

three different ways.
1.                  
—  ten —
   ones

                  
—+ —    

         

—
2.          ten         

   ones
— —
                  
—+ —    

         

—
250 two hundred fifty

Name
On
On Your
Your Own
Own
MATHEMATICAL
PRACTICE Make Connections
6
Use the model. Write the number

three different ways.
3.
         ten         
   ones
— —
                  
—+ —    

         

—
4.
         ten         
   ones
— —
                  
—+ —    

         

—
5. Draw cubes to show the

DEEPER
number. Write the missing numbers.

         ten         
   ones
— —
                  
—+ —    

Chapter 6 • Lesson 3 two hundred fifty‑one 251

Draw cubes to show the number. Write the

number three different ways.
6. David has 1 ten and 3 ones. Abby has
6 ones. They put all their tens and ones
together. What number did they make?
— ten — ones
— +—
7. Karen has 7 ones. Jimmy has

SMARTER
9 ones. They put all their ones together.

What number did they make?
— ten — ones
— +—
8. SMARTER Does the number match

the model?
10 + 5 ● Yes ● No
1 ten 15 ones ● Yes ● No
TAKE HOME ACTIVITY • Show your child one group of 10 pennies and FOR MORE PRACTICE:
one group of 8 pennies. Ask your child to tell how many tens and ones Standards Practice Book
there are and say the number. Repeat with other numbers from 11 to 19.
252 two hundred fifty-two

Name
HANDS ON
Make Ten and Ones Lesson 6.4
Essential Question How can you show a number
as ten and ones? Number and Operations in
Base Ten—1.NBT.2b
Hands MATHEMATICAL PRACTICES
On MP.2, MP.3, MP.4
Listen
Listen and
and Draw
Draw

Draw to show your work.
Draw to show the group of ten another way.

Math
How are the pictures

FOR THE TEACHER • Read the problem. Destiny
the same? How are the
has 10 cubes. How can she show 1 ten? pictures different?
Explain.
Chapter 6 two hundred fifty-three 253

Model
Model and
and Draw
Draw
You can group 10 to Draw a

make 1 ten. quick picture to
show 1 ten.
10
— ones
1 ten
=— 1 ten
Share
Share and
and Show
Show
Use . Make groups of ten and ones.

Draw your work. Write how many.
1. 2.
11 12
eleven twelve
1
— ten — one
1 — ten — ones
3. 4.
13 14
thirteen fourteen
— ten — ones — ten — ones
254 two hundred fifty-four

Name
On
On Your
Your Own
Own
MATHEMATICAL
PRACTICECompare Use . Make groups of
6
ten and ones. Draw your work. Write how many.
5. 15
fifteen
— ten — ones
6.
16
sixteen
— ten — ones
7. 17
seventeen
— ten — ones
8.
18
eighteen
— ten — ones
9.
19
nineteen
— ten — ones
Chapter 6 • Lesson 4 two hundred fifty-five 255
Solve.
10. Emily wants to write
SMARTER
ten and ones to show 20.

20
What does Emily write?
twenty
— ten — ones
11. Gina thinks of a number

DEEPER
that has 7 ones and 1 ten. What is

the number? Draw to show your work.
—
12. Ben drew this picture

to show a number.
What is the number?
—
13. Circle the numbers that make

SMARTER
the sentence true.
1 1
There are 4 tens and 4 ones in 14.
10 10
— ten — ones
TAKE HOME ACTIVITY • Give your child numbers from 11 to 19. FOR MORE PRACTICE:
Have your child work with pennies to show a group of ten and a Standards Practice Book
group of ones for each number.
256 two hundred fifty-six

Name
HANDS ON
Tens Lesson 6.5
Essential Question How can you model
and name groups of ten? Number and Operations in Base
Ten—1.NBT.2a, 1.NBT.2c
Hands
On MP.7, MP.8
Listen
Listen and
and Draw
Draw
Use to solve the riddle.

Draw and write to show your work.
Math
Explain what you did

FOR THE TEACHER • Read the following riddles.
I am thinking of a number that is the same as to solve the first riddle.
1 ten and 4 ones. What is my number? I am
thinking of a number that is the same as 1 ten
and 0 ones. What is my number?
Chapter 6 two hundred fifty-seven 257

Model
Model and
and Draw
Draw
You can group ones to make tens. Draw a quick picture

to show the tens.
  2 
        
20 ones = —   0 
 tens         
— —  20 
2   tens = —
 ones                    

twenty
Share
Share and
and Show
Show
Draw the tens.
Use . Make groups of ten. Count by tens.
Write the tens and ones.
1.
        
30 ones = —
          
 tens —
   ones           tens =         

—   
—  

thirty
2.
40 ones =           

—  

        
tens —
   ones          

—
        
 tens = —
   

forty
258 two hundred fifty‑eight
Name
On
On Your
Your Own
Own Draw the tens.
Count by tens.
MATHEMATICAL
PRACTICE Use Repeated Reasoning
8
Use . Make groups of ten. Write the tens and ones.

3. 50 ones
— tens — ones — tens =—

fifty
4. 60 ones

sixty
5. 70 ones

seventy
6. 80 ones

eighty
7. 90 ones

ninety
8. SMARTER 100 ones

hundred
Chapter 6 • Lesson 5 two hundred fifty-nine 259
Name
Mid-Chapter Checkpoint
Concepts
Concepts and
and Skills
Skills
Use a Counting Chart. Use a Counting Chart.

Count forward. Write Count by tens. Write
the numbers. (1.NBT.1) the numbers. (1.NBT.1)
1. 63, 64,         
 
— , —

        
  , —

        
    3. 42, 52,         
 
— ,         
 
— ,         
 
—  

2. 108, 109,         

  — — — ,         
  ,         
 
   
4. 79, 89,         
  — — — ,         
  ,         
   

5. Use the model. Write the number

three different ways. (1.NBT.2b)
                 
—  ten —    ones

—  +          
        
—  
         

—
Use . Make groups of ten and ones.

Draw your work. Write how many. (1.NBT.2b)
6.
15
fifteen
        
 ten         
   ones
— — © Houghton Mifflin Harcourt Publishing Company
7. Choose all the ways that

SMARTER
name the model.

60
60 tens
6 tens 0 ones
260 two hundred sixty
Name
HANDS ON
Tens and Ones to 50 Lesson 6.6
Essential Question How can you group cubes
to show a number as tens and ones? Number and Operations in Base
Ten—1.NBT.2
MP.4, MP.5, MP.6
Hands
On
Listen
Listen and
and Draw
Draw
Use to model the number.

Tens Ones
Math
How did you figure out

how many tens and ones
FOR THE TEACHER • Ask children to use
23 cubes and show them as tens and ones. are in 23? Explain.
Chapter 6 two hundred sixty-one 261

Model
Model and
and Draw
Draw
The 2 in 24 means 2 tens. The 2 in 42 means 2 ones.

Tens Ones Tens Ones
2
— tens — ones = —
4 24 4 2
42
Share
Share and
and Show
Show
Use your MathBoard and to

show the tens and ones. Write the numbers.
1. 2.
— tens — ones = — — tens — ones = —
3. 4.
— tens — ones = — — ten — ones = —
262 two hundred sixty-two

Name
On
On Your
Your Own
Own
MATHEMATICAL
PRACTICE Make Connections
6
Write the numbers.

5. 6.
7. 8.
9. Mary drew tens and ones to show 32.

DEEPER
She made a mistake.

Draw a correct quick picture to show 32.
Write the numbers.
Tens Ones Tens Ones
Chapter 6 • Lesson 6 two hundred sixty-three 263
Solve. Write the numbers.

10. I have 46 cubes. How many
tens and ones can I make? — tens — ones


13. I am a number less

SMARTER
than 50. I have 8 ones and some

tens. What numbers could I be?
———
Personal Math Trainer
14. SMARTER +
There are 35 . Jun says that there
are 3 ones and 5 tens. Rob says that there are
3 tens and 5 ones. Who is correct? Circle the name.
Jun Rob
How can you draw to show 35? © Houghton Mifflin Harcourt Publishing Company
TAKE HOME ACTIVITY • Write a two-digit number from 20 to 50,

such as 26. Ask your child to tell which digit names the tens and FOR MORE PRACTICE:
which digit names the ones. Repeat with different numbers. Standards Practice Book
264 two hundred sixty-four

Name
HANDS ON
Tens and Ones to 100 Lesson 6.7
Essential Question How can you show
numbers to 100 as tens and ones? Number and Operations in Base
Ten—1.NBT.2
MP.2, MP.4, MP.6
Hands
On
Listen
Listen and
and Draw
Draw

Draw a quick picture to show your work.
25
50
52
Math
How did you figure

out how many tens
FOR THE TEACHER • Ask children to use
base-ten blocks to show how many tens and ones are in
and ones there are in 25, 50, and 52. 52? Explain.
Chapter 6 two hundred sixty-five 265

Model
Model and
and Draw
Draw
The number just after 99 is 100.

10 tens is the same as 1 hundred.
Draw quick pictures to show 99 and 100.
9
9 99 10 0
100
Share
Share and
and Show
Show
Use your MathBoard and to

show the tens and ones. Write the numbers.
1. 2.
3. 4.
266 two hundred sixty-six

Name
On
On Your
Your Own
Own
MATHEMATICAL
PRACTICE 2 Reason Quantitatively Write the numbers.
5.
6.
7.
8.
9.
10. What number

DEEPER 11. DEEPER What number
is the same as 7 tens and is the same as 5 tens and
20 ones? 13 ones?
— —
Chapter 6 • Lesson 7 two hundred sixty-seven 267
Draw a quick picture to show the number.

Write how many tens and ones there are.
12. Edna has 82 stamps.
— tens — ones
13. Amy has 79 pennies.
— tens — ones
14. Moe has a

SMARTER
group of 70 red feathers

and 30 brown feathers.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (bl) ©PhotoDisc/Getty Images
— tens — ones
15. Read the problem. Write

SMARTER
a number to solve.
I am greater than 14.
I am less than 20.
I have 6 ones. —
TAKE HOME ACTIVITY • Give your child numbers from 50 to 100. FOR MORE PRACTICE:
Ask your child to draw a picture to show the tens and the ones in Standards Practice Book
each number and then write the number.
268 two hundred sixty-eight

Name
PROBLEM SOLVING
Problem Solving • Show Numbers Lesson 6.8
in Different Ways Number and Operations in Base
Essential Question How can making a model Ten—1.NBT.2a, 1.NBT.3
help you show a number in different ways? MATHEMATICAL PRACTICES
MP.1, MP.6, MP.7
Gary and Jill both want 23 stickers for a class

project. There are 3 sheets of 10 stickers and
30 single stickers on the table. How could
Gary and Jill each take 23 stickers?
Unlock
Unlock the
the Problem
Problem
What do I need to find? What information do

I need to use?
two different 23 .
The number is —
ways to make a number
Show how to solve the problem.

Gary Jill
Tens Ones Tens Ones
—
23 C
= —
23
HOME CONNECTION • Showing the number with

base-ten blocks helps your child explore different
ways to combine tens and ones.
Chapter 6 two hundred sixty-nine 269

Try
Try Another
Another Problem
Problem • What do I need
to find?
Use to show the number • What information do
two different ways. Draw both ways. I need to use?
1. 46 Tens Ones Tens Ones
— C —
— C —
— C —
Math
Look at Exercise 3. Explain

why both ways show 65.
270 two hundred seventy
Name
Share
Share and
and Show
Show
Use to show the number

two different ways. Draw both ways.
— C —
— C —
6. SMARTER Show 31 three ways.

Tens Ones Tens Ones Tens Ones
— C — C —
Chapter 6 • Lesson 8 two hundred seventy-one 271

On
On Your
Your Own
Own WRITE Math
Write a number sentence to solve. Draw to explain.

MATHEMATICAL
7. PRACTICE 4
Write an Equation
Felix invites 15 friends to his
party. Some friends are girls.
8 friends are boys. How many
friends are girls?
— C — C girls —
DEEPER Solve. Write the numbers.

8. I am a number less than 35.
I have 3 tens and some ones.
What numbers can I be? ———
9. +
Choose all the ways that
SMARTER
show the same number.
● ●
● ●
TAKE HOME ACTIVITY • Have your child draw quick pictures FOR MORE PRACTICE:
to show the number 56 two ways. Standards Practice Book
272 two hundred seventy-two

Name
HANDS ON
Model, Read, and Write Numbers Lesson 6.9
from 100 to 110 Number and Operations in Base
Essential Question How can you model, read, and Ten—1.NBT.1
write numbers from 100 to 110? MATHEMATICAL PRACTICES
MP.4, MP.5, MP.7
Listen
Listen and
and Draw
Draw
Use .
Circle a number to answer the question.
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
Math
Explain why 100 is to

FOR THE TEACHER • Have children locate each the right of 99 on the
number on the hundred chart. What number is
the same as 30 ones? What number is the same hundred chart. Explain
as 10 tens? What number is the same as 8 tens why 100 is below 90.
7 ones? What number has 1 more one than 52?
What number has 1 more ten than 65?
Chapter 6 two hundred seventy-three 273
Model
Model and
and Draw
Draw
10 20 30 40 50 60 70 80 90 100 101 10 20 30 40 50 60 70 80 90 100 110
10 tens and 1 more = 101

— 10 tens and 10 more = 110
—
Share
Share and
and Show
Show
REMEMBER
Use to model the number. 10 tens = 100
Write the number.
1. 10 tens and 1 more 2. 10 tens and 2 more
— —
— —
— —
274 two hundred seventy-four
Name
On
On Your
Your Own
Own
MATHEMATICAL
PRACTICE Model Mathematics
4

Write the number.
7. 10 tens and 8. 10 tens and 9. 10 tens and
7 more 8 more 9 more
— — —
10. 10 tens and 10 more 11. SMARTER 11 tens
— —
Write the number.

12. 13.
— —
14. 15.
— —
Chapter 6 • Lesson 9 two hundred seventy-five 275

DEEPER Solve to find the number of apples.

THINK
16.
= 1 apple
=10 apples
There are — apples.
17.
18.
19. What number does the

SMARTER
model show?
TAKE HOME ACTIVITY • Give your child a group of 100 to FOR MORE PRACTICE:
110 pennies. Ask him or her to make as many groups of ten Standards Practice Book
as possible, then tell you the total number of pennies.
276 two hundred seventy-six

Name
HANDS ON
Model, Read, and Write Numbers Lesson 6.10
from 110 to 120 Number and Operations in Base
Essential Question How can you model, read, and Ten—1.NBT.1
write numbers from 110 to 120? MATHEMATICAL PRACTICES
MP.2, MP.4, MP.6
Listen
Listen and
and Draw
Draw
How many shells are there?

There are — shells.

Math
How did you decide

FOR THE TEACHER • The picture shows the
shells that Heidi has collected. How many shells how many shells there
does Heidi have? are? Explain.
Chapter 6 two hundred seventy-seven 277

Model
Model and
and Draw
Draw
11 tens is 110. 12 tens is 120.
110
—
120
—
Share
Share and
and Show
Show

Write the number.
1. 2.
111
— —
3. 4.
— —
278 two hundred seventy-eight
Name
On
On Your
Your Own
Own
MATHEMATICAL
PRACTICE Model Mathematics
4

Write the number.
5. 6. 7.
— — —
8. 9. 10.
— — —
SMARTER Write the number.

11. 12. 13.
— — —
Chapter 6 • Lesson 10 two hundred seventy-nine 279
DEEPERChoose a way to solve.

Draw or write to explain.
14. Joe collects pennies. He can make
11 groups of 10 pennies.
How many pennies
does Joe have? — pennies
15. Cindy collects buttons. She can

make 11 groups of 10 buttons
and one more group of 7 buttons.
How many buttons
does Cindy have?
— buttons
16. Lee collects marbles. He can make

11 groups of 10 marbles
and has 2 marbles left
over. How many marbles
does Lee have? — marbles
17. SMARTER Finish the drawing to show 119.

Write to explain.
TAKE HOME ACTIVITY • Give your child a group of 100 to

120 pennies. Ask him or her to make as many groups of ten FOR MORE PRACTICE:
as possible, then tell you the total number of pennies. Standards Practice Book
280 two hundred eighty

Name
Chapter 6 Review/Test
1. Felix counts 46 cubes. Then he counts forward
some more cubes. Write the numbers.
46, , , , , , ,
2. Count by tens. Match each number

on the left to a number that is 10 more.
35 • • 69
49 • • 59
59 • • 75
65 • • 45
57 • • 67
Assessment Options
Chapter 6 Chapter Test two hundred eighty-one 281
3. Does the number match the model?
Choose Yes or No.
10 + 10 Yes No
1 ten 4 ones Yes No

1 ten 5 ones Yes No
10 + 5 Yes No
4. Circle the numbers that make the sentence true.
1 1
There are
2 tens and 2 ones in 12.
10 10

name the model.
3 ones
3 tens
3 tens 0 ones
30
282 two hundred eighty-two

Name
6. There are 42 . Lisa says that there are

4 tens and 2 ones. Elena says there are 2 tens
and 4 ones. Who is correct? Circle the name.
Lisa Elena
How can you draw to show 42?
7. Read the problem. Write a number to solve.
I am greater than 27.

I am less than 30.
I have 9 ones.
8. Choose all the ways that show the

same number.
Chapter 6 two hundred eighty-three 283

9. What number does the model show?
10. Finish the drawing to show 118.
Write to explain.
11. Count the . Write the numbers.
How many tens? tens
How many ?
12. Draw a quick picture to show 54 in two ways. Then

write the number of tens and ones in each picture.
tens ones tens ones

284 two hundred eighty-four
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Getty Images
Chapter 7
7
Chapter
more.
Cur i
C
about
o
Math u ri
us
about
o
Compare Numbers
Math
us
two hundred eighty-five

How many colors do you see in the
kite? Name the number that is one
285
Name
Show Wha t You Know
Model More
Draw lines to match.
Circle the set that has more.
1. 2.
More, Fewer
3. Circle the row that has more. 4. Circle the row that has fewer.
Draw Equal Groups

5. Draw a ball for each glove.

This page checks understanding of important skills needed Online Assessment
for success in Chapter 7. and Intervention
286 two hundred eighty-six

Name
Review Words
Voca bula ry Builder fewer
more
same
Visualize It
Draw pictures in the box to show
more, fewer, or the same number.
more
3 same
fewer
Complete the sentences with review words.
1. I see 2 white cats and 4 yellow cats. I see

yellow cats than white cats.
2. Dave has 9 grapes. Ann has 6 grapes. Ann has

grapes than Dave.
3. 5 ducks and 5 swans are at the pond. There are

the number of ducks and swans.

Chapter 7 Multimedia eGlossary two hundred eighty-seven 287
7 Game Rainy Day
Chapter
Materials •
Play with a partner.
2
2
3 6 •9 •9 Bingo
1 Toss the 3 6 .
2 Use to cover one space that
shows a number that is 1 more.
3 If you do not have a space that
shows the number, your turn is
over.
4 The other player takes a turn.
5 The first player to cover all of his
or her spaces wins.
Player 1 Player 2
4 5 2 6 2 3 © Houghton Mifflin Harcourt Publishing Company
3 6 4 4 7 6
2 5 7 5 3 7
288 two hundred eighty-eight
Name
HANDS ON
Algebra • Greater Than Lesson 7.1
Essential Question How can you compare two
numbers to find which is greater? Number and Operations in
Base Ten—1.NBT.3
Hands MP.5, MP.7
On
Listen
Listen and
and Draw
Draw
Use to solve.
Draw quick pictures to show your work.
Tens Ones
Math
How did you decide

which number is
FOR THE TEACHER • Read the problem. Which greater? Explain.
number is greater, 65 or 56? Have children use
base-ten blocks and draw quick pictures to solve.
Chapter 7 two hundred eighty-nine 289

Model
Model and
and Draw
Draw
To compare 25 and 17, If the tens are the same,

first compare the tens. compare the ones.
2 tens are more 7 ones are more

than 1 ten. than 5 ones.
25
— is greater than —. 17 17
— is greater than —. 15
—
25 > 17
— —
17 > —
15
Share
Share and
and Show
Show
Use your MathBoard and to show each number.
Circle the Did tens or

greater ones help Write the numbers.
number. you decide?
65
— is greater than —.
62
1. 62 65 tens ones
—
65 > —
62
2. 84 48 tens ones
— > —
3. 72 70 tens ones
— > —
290 two hundred ninety

Name
On
On Your
Your Own
Own
MATHEMATICAL
PRACTICE 5 Use a Concrete Model
Use if you need to.

greater ones help Write the numbers.
number. you decide?
4. 57 75 — is greater than —.
tens ones
— > —
5. 94 98 tens ones — is greater than —.
— > —
Write or draw to solve.

6. Pam and Jake play
SMARTER
a game for points. Pam’s points

are 1 ten 6 ones. Jake’s points
are 1 one 6 tens. Who has the
greatest number of points? —
7. John has 51 cards.

DEEPER
Paul has 32 cards. George has

a stack of cards greater than
either Paul or John. How many
cards might George have? ——
——
Chapter 7 • Lesson 1 two hundred ninety-one 291
8. Color the
SMARTER
balloons that show 1 ten

numbers greater 6 ones
than 56. 100
59
46
50
80
65
1 one 6 tens 52
9. Compare. Is the math sentence true?

SMARTER
Choose Yes or No.

37 is greater than 43. ● Yes ● No
41 is greater than 39. ● Yes ● No

48 > 52 ● Yes ● No
86 > 68 ● Yes ● No
TAKE HOME ACTIVITY • Write 38, 63, 68, and 83 on slips of paper. FOR MORE PRACTICE:
Show your child two numbers, and ask which number is greater. Standards Practice Book
Repeat with different pairs of numbers.
292 two hundred ninety-two

Name
HANDS ON
Algebra • Less Than Lesson 7.2
Essential Question How can you compare two
numbers to find which is less? Number and Operations in
Base Ten—1.NBT.3
Hands MP.5, MP.7
On
Listen
Listen and
and Draw
Draw
Use to solve. Draw quick

pictures to show your work.
Tens Ones
Math
How does your drawing

FOR THE TEACHER • Read the problem. Which show which number is
number is less, 22 or 28? Have children use
base-ten blocks to solve.
less? Explain.
Chapter 7 two hundred ninety-three 293

Model
Model and
and Draw
Draw
Compare numbers to find which is less. How do you

know which
number is less?
43
— is less than —.
49
—
43 < 49
—
Share
Share and
and Show
Show
Use your MathBoard and

to show each number.

number ones help Write the numbers.
that is less. you decide?
36 39
1. 39 36 tens ones
36
—<—
39
2. 80 94 tens ones
— <—
3. 57 54 tens ones
— <—
294 two hundred ninety-four

Name
On
On Your
Your Own
Own
MATHEMATICAL
PRACTICE 5 Use a Concrete Model
DEEPER Use if you need to.

number ones help Write the numbers.
that is less. you decide?
4. 47 48 tens ones
— <—
5. 82 28 tens ones
— <—
6. 96 90 tens ones
— <—
7. 23 32 tens ones
— <—
8. 65 55 tens ones
— <—
Chapter 7 • Lesson 2 two hundred ninety-five 295

Write a number to solve.

9. SMARTER Nan makes the
number 46. Marty makes a

number that is less than 46.
What could be a number
Marty makes? —
10. Jack makes the

SMARTER
number 92. Kit makes a

number that has fewer ones
than 92. What could be a
number Kit makes? —
11. Write a number that is

SMARTER
less than 67.
How do you know your number is

less than 67?
———————
TAKE HOME ACTIVITY • Write 47, 54, 57, and 74 on slips of paper.
Show your child two numbers, and ask which number is less. FOR MORE PRACTICE:
Repeat with different pairs of numbers. Standards Practice Book
296 two hundred ninety-six

Name
HANDS ON
Algebra • Use Symbols to Compare Lesson 7.3
Essential Question How can you use
symbols to show how numbers compare? Number and Operations in
Base Ten—1.NBT.3 Also 1.OA.7
Hands MP.1, MP.4, MP.8
On
Listen
Listen and
and Draw
Draw
Use . Draw quick pictures to show

your work. Write the numbers to compare.
– < 36 – = 36 – > 36
Math
Compare 47 and 32 in
two ways. What two
FOR THE TEACHER • Have children use base-ten symbols do you use?
blocks to show a number less than 36, a number
equal to 36, and a number greater than 36. Explain.
Chapter 7 two hundred ninety-seven 297

Model
Model and
and Draw
Draw
21 C< 24
21 is less than 24.
24 C= 24
24 is equal to 24.
30 C> 24
30 is greater than 24.
Share
Share and
and Show
Show
Use . Draw to show each number.

Write <, >, or =. Complete the sentence.
1. 2.
28 C 35 16 C 16
28 —— 35. 16 —— 16.
3. 4.
46 C 31 51 C 52
46 —— 31. 51 —— 52.
298 two hundred ninety-eight
Name
REMEMBER
< is less than
On
On Your
Your Own
Own > is greater than
= is equal to
MATHEMATICAL
PRACTICEUse Symbols
4
DEEPER Write <, >, or =.
Draw a quick picture if you need to.
5. 6.
45 C
> 42 38 C 50
7. 8. 9.
90 C 93 87 C 87 64 C 59
10. Gill and Rob win tokens in
SMARTER
a game. Gill has 86 tokens. Rob has

61 tokens. 70 tokens are needed
for a prize. Who has enough tokens
for a prize? Write the number. —
SMARTER Write numbers to solve.
11. 12. 13.

96 = 53 > 83 <
14. 15. 16.

40 < 71 > 29 =
TAKE HOME ACTIVITY • Have your child show you FOR MORE PRACTICE:
how to write <, >, and = to compare two numbers. Ask Standards Practice Book
him or her to use words to explain each comparison.
Chapter 7 • Lesson 3 two hundred ninety-nine 299

Name
Concepts
Concepts and
and Skills
Skills
Circle the greater number. Write the numbers. (1.NBT.3)
1. 38 83 _ is greater than _.
_ >_
Circle the number that is less. Write the numbers. (1.NBT.3)
2. 61 29 _ is less than _.
_ <_
3. Matt scores 34 points and wins the

game. Lee scores points and does
not win. The number of Lee’s points is
less than the number of Matt’s points.
Is Lee’s score 49 or 29? (1.NBT.3) —
4. Circle the symbol that makes the math

SMARTER
sentence true. (1.NBT.3)
>
44 < 43
=
300 three hundred

Name
PROBLEM SOLVING
Problem Solving • Compare Numbers Lesson 7.4
Essential Question How can making
a model help you compare numbers? Number and Operations in
Base Ten—1.NBT.3
MP.2, MP.4, MP.6
Cassidy has the number cards shown below.

She gives away the cards with numbers less
than 49 and greater than 53. Which number
cards does Cassidy have now?
Unlock
Unlock the
the Problem
Problem
What do I need to find? What information do

I need to use?
49
the number cards number cards < —
53
and > —
that Cassidy has now
47 48 51 52 54
51, 52 .
Cassidy has number cards ——
HOME CONNECTION • Your child made a model of the problem.

The numbers crossed out are less than 49 and also greater
than 53. The remaining numbers solve the problem.
Chapter 7 three hundred one 301

Try
Try Another
Another Problem
Problem
• What do I need
Make a model to solve. to find?
• What information
1. Tony has these number cards. do I need to use?
He gives away the cards with
numbers less than 16 and greater
than 19. Which number cards
does Tony have now?
15 17 18 20 22
Tony has number cards ——.
2. Carol has these number cards. She

keeps the cards with numbers greater
than 98 and less than 95. Circle the
number cards Carol keeps.
90 91 96 97 99 © Houghton Mifflin Harcourt Publishing Company
Carol keeps number cards ——.

Math
Explain how you can

find the number cards
Tony has now.
302 three hundred two
Name
Share
Share and
and Show
Show
MATHEMATICAL
PRACTICE 4 Use Models Make a model to solve.
3. Felipe has these number cards. He gives

away cards with numbers less than 60
and greater than 65. Which number cards
does Felipe have now?
58 61 63 64 68
Felipe has number cards ——.
4. Molly underlines the number cards

SMARTER
greater than 76 and circles the number

cards less than 84. Which number cards
are both greater than 76 and less than 84?
72 75 78 82 85
Number cards —— are both greater than

76 and less than 84.
Chapter 7 • Lesson 4 three hundred three 303

On
On Your
Your Own
Own WRITE Math
Choose a way to solve.

Draw or write to explain.
5. Some cows were in

DEEPER
the field. 6 more cows walked

there. Then there were
13 cows. How many cows were
in the field before? — cows
6. Ed has
SMARTER
6 marbles. How many

marbles can he put in a
red cup and how many
can he put in a blue cup? — +—=6
7. +
Lani has these number cards.
SMARTER
Write each number in the box to show less

than 24 or greater than 24.
22 27 23 21 25
less than 24 greater than 24

TAKE HOME ACTIVITY • Ask your child to tell you a FOR MORE PRACTICE:
number that is greater than 59 and a number less than 59. Standards Practice Book
304 three hundred four

Name
HANDS ON
10 More, 10 Less Lesson 7.5
Essential Question How can you identify numbers
that are 10 more or 10 less than a number? Base Ten—1.NBT.5
On
Listen
Listen and
and Draw
Draw
Use to solve. Draw quick pictures

to show your work.
Pat
Tony
Jan
Math
FOR THE TEACHER • Read the following problem. Talk Mathematical Practices
Tony has 2 boxes of markers and 2 more markers.
Pat has 10 fewer markers than Tony. Jan has 10 more What number has one
markers than Tony. How many markers does each
child have?
less 10 than 12? Explain.
Chapter 7 three hundred five 305

Model
Model and
and Draw
Draw
Think Think
23 33 43
is 10 less than 33. is 10 more than 33.
Share
Share and
and Show
Show
Use mental math. Write the numbers

that are 10 less and 10 more.
1. 2.
70 41
3. 4.
58 66
5. 6.
24 86
7. 8.
37 15
306 three hundred six

Name
On
On Your
Your Own
Own
MATHEMATICAL
PRACTICEApply Use mental math.
3
Complete the chart. Explain your method.
10 Less 10 More
9. 39
10. 75
11. 64
12. 90
13. 83
14. 11
15. 26
16. Solve.
SMARTER
I have 89 rocks. I want to collect

10 more. How many rocks
will I have then? rocks
Chapter 7 • Lesson 5 three hundred seven 307

Choose a way to solve. Draw or write to show your work.

17. The plant has 4 fewer ladybugs on it
than the tree. The tree has 7 ladybugs
on it. How many ladybugs
are on the plant?
ladybugs
18. Amy has 7 ribbons. Charlotte

has 9 ribbons. How many
more ribbons does Charlotte
have than Amy?
more ribbons
19. Margo has 28 stamps.

DEEPER
Chet has 10 more stamps than

Margo. Luis has 10 more stamps
than Chet. How many
stamps does Luis have?
stamps
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tc) ©D. Hurst/Alamy
20. +
Draw a quick picture to show
SMARTER
a number that is 10 less than the model.
What is the new number? B

TAKE HOME ACTIVITY • Write a two-digit number, such as 25,
40, or 81. Ask your child to identify the numbers that are ten less FOR MORE PRACTICE:
Standards Practice Book
than and ten more than that number. Repeat with other numbers.
308 three hundred eight

Name
Choose Yes or No.
54 is greater than 45. Yes No

29 > 43 Yes No
55 > 45 Yes No
2. Choose all the numbers that are less than 71.
62 80 70 49
3. Circle the symbol that makes the math

sentence true.
>
46 < 58
Assessment Options
Chapter 7 Chapter Test three hundred nine 309
4. Megan has these number cards. Write
each number in the box to show less than
33 or greater than 33.
37 34 31 35 32
less than 33 greater than 33
5. Use mental math. Complete the chart.
10 Less 10 More
33
57
6. Write a number that is less than 30.
How do you know your number is

less than 30?
310 three hundred ten

Name
7. Choose all the math sentences that are true.
35 < 47
24 = 39
14 > 41
48 = 48
23 > 21
8. James circles the numbers that are

less than 87 or greater than 91.
Which numbers does James circle?
86 88 89 90 92
James circles and .
9. Draw a quick picture to show a number that

is 10 more than the model.
Chapter 7 three hundred eleven 311

Circle yes or no.

60 > 50 Yes No
72 > 68 Yes No
11. Write <, >, or = to compare the numbers.
48 36
How do the drawings help you compare the

numbers?
12. Circle the words that make the sentence true. © Houghton Mifflin Harcourt Publishing Company
greater than
88 is less than 90.
equal to
312 three hundred twelve

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (bg) ©Organics image Library/Alamy
Curious George by Margret and H.A. Rey. Copyright (c) 2010 by Houghton Mifflin Harcourt Publishing Company.
Chapter 8
8
Chapter
Cur
ious Ab
oranges are there?

and Subtraction
10 oranges. How many

out Math w
ith
on a table. Each box holds

There are 4 boxes of oranges
Two-Digit Addition
three hundred thirteen

313
Name
Show Wha t You Know
Add and Subtract

Use and to add. Write the sum.
Break apart to subtract.
Write the difference.
1.
4+1 =
5 – 1 =
Count Groups to 20
Circle groups of 10. Write how many.
2. 3.
— —
Use a Hundred Chart to Count 1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20
Touch and count. Shade the last 21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
number counted.
41 42 43 44 45 46 47 48 49 50
4. Start at 1 and count to 20. 51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

81 82 83 84 85 86 87 88 89 90

This page checks understanding of important skills needed Online Assessment
for success in Chapter 8. and Intervention
314 three hundred fourteen

Name
Review Words
Voca bula ry Builder add
subtract
sum
Visualize It difference
Sort the review words from the box.
Put Together Take Apart
Use a review word to complete each sentence.
1. 8 is the — for 17 – 9.
2. 17 is the — for 8 + 9.
3. When you — 4 to 8,
you find the sum.
4. When you — 4 from 8,

you find the difference.

Chapter 8 Multimedia eGlossary three hundred fifteen 315
Chapter 8 Game Neighborhood
Materials
Sums
• • 1 2
3 •9 •9 •9
1 Put your on START.
1 2
2 Spin the 3
. Move that number of spaces.
3 Make a ten to help you find the sum.
4 The other player uses to check.
5 If you are not correct, you lose a turn.
6 The first player to get to END wins.
2 Move 4 4 9
4 ahead 9 4 1 END
+
_ 8 one +
_ 6 +
_ 6 +
_ 6
space.
4 5 9 Move 3 5
6 3 7 back 7 8
+
_ 3 +
_ 7 +
_ 1 one
space.
+
_ 7 +
_ 5
6
6
+
_ 4
2 Move 6 8
START 4 ahead 1 8
+
_ 8 one +
_ 9 +
_ 2
space.
316 three hundred sixteen
Name Lesson 8.1
Add and Subtract Within 20 Operations and Algebraic
Essential Question What strategies can you use to Thinking—1.OA.6
add and subtract? MATHEMATICAL PRACTICES
MP.1, MP.3, MP.6
Listen
Listen and
and Draw
Draw
What is 5 + 4?
Use a strategy to solve the addition
fact. Draw to show your work.
5+4=—
Math
FOR THE TEACHER • Have children choose and Explain What strategy
model a strategy to solve the addition fact. Then
have them draw to show their work. did you use to find the
answer?
Chapter 8 three hundred seventeen 317

Model
Model and
and Draw
Draw
Think of a strategy you can use

to add or subtract.
What is 14 − 6?
I can use a —
6 C+ — 8 = 14
related fact.
8.
So, 14 – 6 = —
Share
Share and
and Show
Show
Add or subtract.
1. 5+3=— 2. 10 −5=— 3. 3+6=—
4. 12 −5=— 5. 15 − 9 = — 6. 5+7=—
7. 8+7=— 8. 9−7=— 9. 5+5=—
10. 12 −7=— 11. 18 − 9 = — 12. 9+4=—

13. 2+7=— 14. 5−1=— 15. 9+1=—
16. 7−6=— 17. 13 − 4 = — 18. 2+6=—
318 three hundred eighteen

Name
On
On Your
Your Own
Own
MATHEMATICAL
PRACTICE 3 Apply Add or subtract.
19. 14 20. 2 21. 3 22. 14 23. 8 24. 6

–_5 +
_ 10 +
_ 3 –_8 +
_ 9 –3
_
25. 6 26. 2 27. 0 28. 10 29. 9 30. 5

–5
_ +8
_ +
_ 5 –_2 +
_ 9 –4
_
31. 8 32. 10 33. 4 34. 9 35. 1 36. 17

–8
_ +
_ 1 +7
_ –3
_ +
_ 8 – 9
_
37. 13 38. 6 39. 10 40. 14 41. 10 42. 11

–_7 +
_ 5 +
_ 2 –_9 +
_ 10 –_3
43. Jamal thinks of an addition fact.

SMARTER
The sum is 15. One addend is 8. What

is a fact Jamal could be thinking of?
— C — C —
Chapter 8 • Lesson 1 three hundred nineteen 319

Solve. Write or draw to explain.

44. SMARTER There are 9 ants on a rock.
Some more ants get on the rock. Now

there are 18 ants on the rock. How
many more ants got on the rock? — more ants
45. DEEPERFill in the blanks. Write

a number sentence to solve.
Lin sees — bees. Some
bees flew away. Now there
are — bees. How many
bees flew away?
— C — C —
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (b) ©Shutterstock; (t) ©Domiciano Pablo Romero Franco/Alamy
— bees
46. Write each addition or subtraction

SMARTER
in the box below the answer.
7+9 6+1 17 − 8 14 − 7 8+8

7 9 16
TAKE HOME ACTIVITY • Have your child tell a strategy FOR MORE PRACTICE:
he or she would use to solve 4 + 8. Standards Practice Book
320 three hundred twenty

Name
HANDS ON
Add Tens Lesson 8.2
Essential Question How can you add tens?
Base Ten—1.NBT.4
MP.2, MP.7
Listen
Listen and
and Draw
Draw
Choose a way to show the problem.

Math
Explain why there will

FOR THE TEACHER • Read the following be no ones in your
problems. Barb has 20 pennies. Ed has answer when you add
30 pennies. How many pennies do they have?
Kyle has 40 pennies. Kim has 50 pennies. How 20 + 30.
many pennies do they have?
Chapter 8 three hundred twenty-one 321

Model
Model and
and Draw
Draw
How can you find 30 + 40?
30 + 40 = 70
—
— tens
Share
Share and
and Show
Show
Use . Draw to show tens.

Write the sum. Write how many tens.
1. 20 + 40 = — 2. 30 + 30 = —
— tens — tens
3. 40 + 50 = — 4. 50 + 30 = —
— tens — tens
322 three hundred twenty-two

Name
On
On Your
Your Own
Own
MATHEMATICAL
PRACTICE Represent a Problem Draw to show tens.
2
Write the sum. Write how many tens.

5. 40 + 40 = — 6. 70 + 20 = —
— tens — tens
7. 10 + 80 = — 8. 60 + 30 = —
— tens — tens
9. Draw two groups of tens you can add to
DEEPER
get a sum of 50. Write the number sentence.

— C — C —
Chapter 8 • Lesson 2 three hundred twenty-three 323

10. Complete the web.

SMARTER
Write the missing addend to

get a sum of 90.
70
50 10
Sum
50
70 90
80
30
0 30
11. Choose all the ways

SMARTER
that name the model.

● 4 ones and 3 tens
● 4 tens and 3 tens

● 7 tens
● 70
TAKE HOME ACTIVITY • Ask your child to explain FOR MORE PRACTICE:
how to use tens to find 20 + 70. Standards Practice Book
324 three hundred twenty-four

Name
HANDS ON
Subtract Tens Lesson 8.3
Essential Question How can you
subtract tens? Number and Operations in
Base Ten—1.NBT.6
MP.3, MP.8
Listen
Listen and
and Draw
Draw
Choose a way to show the problem.

Math
FOR THE TEACHER • Read the following problems. Explain how your
Tara has 30 seashells. 20 shells are big. The rest
are small. How many small shells does she have? picture shows the first
Sammy has 50 shells. He gives 30 shells to his problem.
friend. How many shells does Sammy have now?
Chapter 8 three hundred twenty-five 325

Model
Model and
and Draw
Draw
How can you find 80 – 30?
80 – 30 = 50
— tens
Share
Share and
and Show
Show

Write the difference. Write how many tens.
1. 60 – 20 = — 2. 70 – 30 = —
— tens — tens
3. 80 – 20 = — 4. 90 – 40 = —
— tens — tens
326 three hundred twenty-six

Name
On
On Your
Your Own
Own
MATHEMATICAL
PRACTICE Make Connections Draw to show tens.
6
Write the difference. Write how many tens.

5. 80 – 40 = — 6. 90 – 70 = —
— tens — tens
7. 70 – 50 = — 8. 30 – 30 = —
— tens — tens
Solve.
SMARTER
9. Jeff has 40 pennies. He gives

some to Jill. He has 10 pennies
left. How many pennies does

Jeff give to Jill?
— pennies
TAKE HOME ACTIVITY • Ask your child to explain
how to use tens to find 90 ∙ 70. FOR MORE PRACTICE:
Chapter 8 • Lesson 3 three hundred twenty-seven 327

Name
Concepts
Concepts and
and Skills
Skills
Add or subtract. (1.OA.6)
1. 4 2. 15 3. 9 4. 3 5. 10 6. 11
+
_ 8 –_7 –6
_ +1
_ +
_ 6 –_2

Write the sum. Write how many tens. (1.NBT.4)
7. 30 + 50 = — 8. 40 + 20 = —
— tens — tens

Write the difference. Write how many tens. (1.NBT.6)
9. 90 − 20 = — 10. 60 − 40 = —
— tens — tens
11. Mike has 60 marbles.

SMARTER
He gives 20 to Kathy. How many

marbles does Mike have left?
Show your work. (1.NBT.6)
___ marbles
328 three hundred twenty-eight

Name Lesson 8.4
Use a Hundred Chart to Add Number and Operations in
Essential Question How can you use a hundred chart Base Ten—1.NBT.4
to count on by ones or tens? MATHEMATICAL PRACTICES
MP.4, MP.6
Listen
Listen and
and Draw
Draw
Use the hundred chart to solve the problems.
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
Math
FOR THE TEACHER • Read the following problems. Describe how you can
Alice picks 12 flowers. Then she picks 4 more use a hundred chart to
flowers. How many flowers does Alice pick? Ella
picks 10 strawberries. Then she picks 20 more find each sum.
strawberries. How many strawberries does Ella pick?
Chapter 8 three hundred twenty-nine 329

Model
Model and
and Draw
Draw
Count on a hundred chart
to find a sum. 1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
Start at 24.
Count on four ones. 21 22 23 24 25 26 27 28 29 30
25, 26, 27, 28
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
24 + 4 = 28 51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
Start at 31.
Count on four tens. 81 82 83 84 85 86 87 88 89 90
41, 51, 61, 71
91 92 93 94 95 96 97 98 99 100
31 + 40 = 71
Share
Share and
and Show
Show
Use the hundred chart to add.

Count on by ones or tens.
1. 42 + 7 = 2. 57 + 30 =
3. 91 + 5 = 4. 18 + 50 =
330 three hundred thirty

Name
On
On Your
Your Own
Own 1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
How can you use
the hundred chart 31 32 33 34 35 36 37 38 39 40
to find each sum?
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
32 + 5 =
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
48 + 30 = 91 92 93 94 95 96 97 98 99 100
MATHEMATICAL
PRACTICEUse Appropriate Tools
5
Use the hundred chart to add.

5. 13 + 70 = 6. 22 + 6 =
7. 71 + 3 = 8. 49 + 50 =
9. 53 + 4 = 10. 25 + 40 =
11. DEEPER Solve. Show your work.

31 + 20 + 40 =
Chapter 8 • Lesson 4 three hundred thirty-one 331

Choose a way to solve. Draw or

write to show your work.
12. Rae put 20 books away.

SMARTER
She put 20 more books away,

then 11 more. How many
books did Rae put away?
— books
13. Use
SMARTER +
the hundred chart 1 2 3 4 5 6 7 8 9 10
to add. Count on 11 12 13 14 15 16 17 18 19 20
by ones or tens.
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
62 + 9 = _
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
Explain how you used the chart to find the sum.
TAKE HOME ACTIVITY • On a piece of paper, write 36 + 40. FOR MORE PRACTICE:
Ask your child to explain how to use the hundred chart to Standards Practice Book
count on by tens to find the sum.
332 three hundred thirty-two

Name
HANDS ON
Use Models to Add Lesson 8.5
Essential Question How can models help you add
ones or tens to a two-digit number? Number and Operations in
Base Ten—1.NBT.4
MP.4, MP.6
Listen
Listen and
and Draw
Draw
Draw to show how you can find the sum.
14 + 5 = —
Math
FOR THE TEACHER • Read the following problem. Explain how you
Amir counts 14 cars as they go by. Then he counts
5 more cars. How many cars does Amir count? found the sum.
Chapter 8 three hundred thirty-three 333

Model
Model and
and Draw
Draw
Add ones to
a two-digit
number.
32 + 4 = 36
—
Add tens to
a two-digit
number.
32 + 40 = 72
—
Share
Share and
and Show
Show
Use . Draw to show how to

add the ones. Write the sum.
1. 27 + 2 = — 2. 41 + 5 = —
Use . Draw to show how to

add the tens. Write the sum.

3. 13 + 50 = — 4. 28 + 30 = —
334 three hundred thirty-four

Name
On
On Your
Your Own
Own
MATHEMATICAL
4
PRACTICEUse Models
Use and your MathBoard.
Add the ones or tens. Write the sum.
5. 65 + 3 = — 6. 81 + 8 = —
7. 54 + 20 = — 8. 32 + 10 = —
9. 95 + 2 = — 10. 25 + 60 = —
11. 2 + 54 = — 12. 70 + 29 = —
Make a sum of 45. Draw a quick
DEEPER
picture. Write the number sentence.

13. Add ones to a two-digit number.
— + — = 45
14. Add tens to a two-digit number.
— + — = 45
Chapter 8 • Lesson 5 three hundred thirty-five 335

Choose a way to solve. Draw or

write to show your work.
15. Rita picks 63 strawberries. Then
she picks 30 more. How many
strawberries does Rita pick?
— strawberries
16. Kenny planted two rows of

SMARTER
corn. He used 20 seeds in each row.

He has 18 seeds left. How many seeds
of corn did Kenny have?
— seeds
17. There are 7 oak trees and

32 pine trees in the park.
How many trees are in
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (b) ©Alamy; (t) ©PhotoAlto/Getty Images
the park? — trees
18. Use the model. Draw to

SMARTER
show how to add the tens.
42 + 20 = —
TAKE HOME ACTIVITY • Give your child the addition

problems 25 + 3 and 25 + 30. Ask your child to explain FOR MORE PRACTICE:
how to solve each problem. Standards Practice Book
336 three hundred thirty-six

Name
HANDS ON
Make Ten to Add Lesson 8.6
Essential Question How can making a ten help you
add a two-digit number and a one-digit number? Number and Operations in
Base Ten—1.NBT.4
MP.2, MP.5
Hands
On
Listen
Listen and
and Draw
Draw
Use . Draw to show how

you can find the sum.
21 + 6 = ––.
Math
Explain how your

FOR THE TEACHER • Read the following problem. model shows the
Sally has 21 stickers in her sticker book. She gets
6 more stickers. How many stickers does Sally sum of 21 + 6.
have now?
Chapter 8 three hundred thirty-seven 337

Model
Model and
and Draw
Draw
Make a ten to find 37 + 8.
What can I add to 7

to make 10?
37 + 8 37 + 3 + 5 40 + 5
5 =—
40 + —
—
45
So, 37 + 8 = 45 .
—
Share
Share and
and Show
Show

you make a ten. Find the sum.
1. 49 + 3 = ?
–– + –– = ––
So, 49 + 3 = ––.
338 three hundred thirty-eight
Name
On
On Your
Your Own
Own
Use a Concrete Model

MATHEMATICAL
PRACTICE 5

you make a ten. Find the sum.
2. 39 + 7 = ––
3. 72 + 9 = ––
4. 58 + 5 = ––
SMARTER Solve. Write the numbers.
5. 46 + 7 6. 53 + 8
46 + B+3 53 + B+1
B+ 3 B+ 1
So, 46 + 7 = ––. So, 53 + 8 = ––.
Chapter 8 • Lesson 6 three hundred thirty-nine 339
Choose a way to solve. Draw

or write to show your work.
7. SMARTER Koby puts 24 daisies
and 8 tulips in a vase. How many
flowers are in the vase?
–– flowers
8. DEEPER There are 27 ducklings

in the water. 20 of them come
out of the water. How
many ducklings are
still in the water?
–– ducklings
9. Write the missing addend.
46 + b = 52
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tc) ©PhotoDisc/Getty Images; (bc) ©Getty Images
10. Use the model. Draw to
SMARTER
show how to make a ten.
34 + 8 = —
TAKE HOME ACTIVITY • Ask your child to explain how to FOR MORE PRACTICE:
find the sum for 25 + 9. Standards Practice Book
340 three hundred forty

Name
HANDS ON
Use Place Value to Add Lesson 8.7
Essential Question How can you model tens and ones
to help you add two-digit numbers? Number and Operations in
Base Ten—1.NBT.4
MP.1, MP.2, MP.7
Hands
On
Listen
Listen and
and Draw
Draw
Model the problem with .

Tens Ones
Math
How many tens?

How many ones?
FOR THE TEACHER • Read the following problem. How many in all?
Cameron has 30 shiny pennies and 25 dull pennies. Explain.
How many pennies does Cameron have?
Chapter 8 three hundred forty-one 341

Model
Model and
and Draw
Draw
How can you use tens and ones to add?
35
+38
_
Tens Ones
3 tens + 5 ones 35
3 tens + 8 ones
_____
+38
_
6
— tens
13 ones
+— 73
60 13 73
—+—=—
Share
Share and
and Show
Show
Draw a quick picture.

Use tens and ones to add.
Tens Ones
1.
8 tens + 1 one
81 1 ten + 4 ones
_____ 81
+14 +14
— tens + — ones
_ _
— +—=—
342 three hundred forty-two

Name
On
On Your
Your Own
Own
Make Connections
MATHEMATICAL
PRACTICE 6
Draw a quick picture. Use tens and ones to add.

Tens Ones
2.
4 tens + 3 ones
43 43
3 tens + 7 ones
+37
_
_____
+37
_
— tens + — ones
— +—=—
3. Tens Ones
6 tens + 2 ones
62 2 tens + 3 ones
_____ 62
+23
_ tens + ones +23
_
— —
— +—=—
SMARTER Solve.
4. 28 + 17 5. 59 + 13
28 + — + 15 59 + — + 12
— + 15 = — — + 12 = —
So, 28 + 17 = — . So, 59 + 13 = — .
Chapter 8 • Lesson 7 three hundred forty-three 343

6. Draw a quick
SMARTER Tens Ones
picture to solve. Kim has

24 marbles. Al has 47 marbles.
How many marbles do
they have?
— marbles
7. Choose two addends

DEEPER
from 11 to 49. Draw them.

Add in any order to solve.
Addend Addend
— + — =—
— + — =—
8. Write the addition that

SMARTER
the model shows. Solve.

Tens Ones
— +—=—
TAKE HOME ACTIVITY • Write the numbers 42 and 17. Have your FOR MORE PRACTICE:
child tell how to find the sum by adding the tens and ones. Standards Practice Book
344 three hundred forty-four

Name
PROBLEM SOLVING
Problem Solving • Lesson 8.8
Addition Word Problems Number and Operations in
Essential Question How can drawing a picture help Base Ten—1.NBT.4
you explain how to solve an addition problem? MATHEMATICAL PRACTICES
MP.1, MP.6, MP.8
Kelly gets 6 new toy cars.

He already has 18 toy cars.
How many does he have now?
Unlock
Unlock the
the Problem
Problem
What do I need to find? What information do I need

to use?
how many toy cars 18 cars.

Kelly has —
Kelly has now
6 more cars.
He gets —

HOME CONNECTION • Being able to show and explain how to

solve a problem helps your child build on their understanding
of addition.
Chapter 8 three hundred forty-five 345

Try
Try Another
Another Problem
Problem
• What do I need
Draw and write to solve. to find?
Explain your reasoning. • What information
do I need to use?
1. Aisha picks 60 blueberries to
make a pie. Then she picks
12 more to eat. How many
blueberries does Aisha pick?
–– blueberries
2. Yuri collects 21 cans for the

school food drive. Leo collects
36 cans. How many cans do
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tc) ©PhotoDisc/Getty Images
Yuri and Leo collect?
–– cans
Math
Explain the addition

strategy you used
to solve Exercise 1.
346 three hundred forty-six
Name
Share
Share and
and Show
Show
MATHEMATICAL
Use Reasoning
PRACTICE 2
Draw and write to solve.
3. Tyra sees 48 geese in the field. Then

she sees 17 more geese in the sky.
How many geese does Tyra see?
–– geese
4. Jade paints 35 circles and

45 triangles in art class.
How many shapes does
Jade paint?
–– shapes
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Tom Brakefield/PhotoDisc/Getty Images
5. It takes
SMARTER
10 hops to get across the

yard. How many hops
does it take to get across
the yard and back?
–– hops
Chapter 8 • Lesson 8 three hundred forty-seven 347

On
On Your
Your Own
Own
Choose a way to solve. Draw or write to explain.

6. SMARTER Julian sells 3 books of
tickets for the school fair. Each book has
20 tickets. How many tickets does Julian
sell?
–– tickets
7. I have some red roses and pink

DEEPER
roses. I have 14 red roses. I have 8 more

pink roses than red roses. How many roses
do I have?
–– roses
8. +
Ella sees 27
SMARTER . She sees
28 . How many does
Ella see? Circle the number that makes
this sentence true.
48
Ella sees 51 in all.

55
TAKE HOME ACTIVITY • Ask your child to solve 16 + 7, FOR MORE PRACTICE:
30 + 68, and 53 + 24. Ask him or her to explain how they Standards Practice Book
solved each problem.
348 three hundred forty-eight
Name Lesson 8.9
Related Addition and Subtraction Number and Operations in
Essential Question How can you use a hundred chart to Base Ten—1.NBT.4
show the relationship between addition and subtraction? MATHEMATICAL PRACTICES
MP.2, MP.3, MP.7
Listen
Listen and
and Draw
Draw
Use the hundred chart to solve the problems.
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
Math
Describe how you can

use a hundred chart to
FOR THE TEACHER • Read the following
problems. Trevor collects 38 acorns. He collects 10 find the sum and the
more acorns. How many acorns does Trevor have difference.
now? Trevor has 48 acorns. He gives 10 acorns to his
brother. How many acorns does Trevor have now?
Chapter 8 three hundred forty-nine 349
Model
Model and
and Draw
Draw
You can use a hundred

chart to find a sum and 1 2 3 4 5 6 7 8 9 10
a difference.
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
Start at 29. Count
up four tens. 31 32 33 34 35 36 37 38 39 40
39, 49, 59, 69 41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
69
29 + 40 = — 61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
Start at 69. Count 81 82 83 84 85 86 87 88 89 90
back four tens.
59, 49, 39, 29 91 92 93 94 95 96 97 98 99 100
29
69 − 40 = —
Share
Share and
and Show
Show
Use the hundred chart to add and subtract.

Count up and back by tens.
1. 56 + 20 = — 2. 48 + 50 = —
76 − 20 = — 98 − 50 = —
350 three hundred fifty

Name
On
On Your
Your Own
Own 2 3 4 5 6 7 8 9 10
1
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
How can you use the 31 32 33 34 35 36 37 38 39 40
hundred chart to find the 41 42 43 44 45 46 47 48 49 50
sum and the difference?
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
28 + 60 = — 71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
88 − 60 = — 91 92 93 94 95 96 97 98 99 100
MATHEMATICAL
Look for a Pattern Use the hundred chart
PRACTICE 7
to add and subtract. Count up and back by tens.
3. 36 + 30 = — 4. 73 + 10 = —
66 − 30 = — 83 − 10 = —
5. 25 + 70 = — 6. 18 + 40 = —
95 − 70 = — 58 − 40 = —
7. SMARTER Solve.
There are 73 bees in a hive. 10 bees fly
away. Then 10 more bees fly into the hive.
How many bees are in the hive now?
— bees
Chapter 8 • Lesson 9 three hundred fifty-one 351
Solve. Draw or write to show

your work.
8. There are 38 ants on a
SMARTER
rock. 10 move to the grass. 10 walk up

a tree. How many ants are on the rock
now?
— ants
9. There are 27 birds

DEEPER
at the park. 50 more birds
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (bc) ©Jeremy Woodhouse/PhotoDisc/Getty Images; (t) ©Domiciano Pablo Romero Franco/Alamy
come. Then 50 fly away. How
many birds are at the park
now?
— birds
10. Match the math sentences

SMARTER
that count up and back by tens.
25 + 40 = ? 65 + 20 = ? 45 + 30 = ?
• • •
• • •
65 − 40 = ? 75 − 30 = ? 85 − 20 = ?
TAKE HOME ACTIVITY • On slips of paper, write 36 + 40 and

76 − 40. Ask your child to explain how to use the hundred chart FOR MORE PRACTICE:
to count up and back by tens to find the sum and the difference. Standards Practice Book
352 three hundred fifty-two

Name
Lesson 8.10
Practice Addition and Subtraction Number and Operations in Base
Essential Question What different ways can you use to add Ten—1.NBT.4, 1.NBT.6 Also 1.OA.6
and subtract? MATHEMATICAL PRACTICES
MP.1, MP.3, MP.8
Listen
Listen and
and Draw
Draw
Draw to show the problem.

Then solve.
— C — C —
Math
FOR THE TEACHER • Read the following How did you solve the
problem. The class collects paper bags for an art problem? Explain.
project. Ron brings 7 more bags than Ben. Ben
brings 35 bags. How many bags does Ron bring?
Chapter 8 three hundred fifty-three 353

Model
Model and
and Draw
Draw
What ways have you learned to

add and subtract?
THINK
5+9=— 9 + 5 is the same
as 10 + ? .
THINK
50 − 30 = — 5 tens − 3 tens.
THINK
51 + 21 = — 5 tens + 2 tens.
1 one + 1 one.
Share
Share and
and Show
Show
Add or subtract.
1. 30 + 60 = — 2. 73 +5=— 3. 10 − 4 = —
4. 29 + 4 = — 5. 9+9=— 6. 5+6=—
7. 25 + 54 = — 8. 15 − 8 = — 9. 40 + 10 = — © Houghton Mifflin Harcourt Publishing Company
10. 40 − 10 = — 11. 14 − 7 = — 12. 90 − 70 = —

13. 86 + 12 = — 14. 1+9=— 15. 6+7=—
16. 9−2=— 17. 8 + 31= — 18. 50 + 11 = —

354 three hundred fifty-four
Name
On
On Your
Your Own
Own
MATHEMATICAL
PRACTICE 8 Use Repeated Reasoning Add or subtract.
19. 12 20. 10 2 1. 7 22. 41

−
_ 3 +10
_ +
_ 42 +
_ 36
23. 8 24. 16 25. 6 26. 3

+
_ 10 +
_ 7 −
_ 6 +
_ 8
27 . 64 28. 60 29. 2 30. 5

+
_ 3 −
_ 30 +
_ 7 −
_ 1
31. 13 32. 52 33. 3 34. 30

−
_ 5 +
_ 40 +
_ 2 +
_ 50
35. 8 36. 18 37. 20 38. 70

+
_ 4 −
_ 8 +
_ 13 −
_ 50
39. 29 40. 34 41. 20 42. 11

+
_ 2 +
_ 24 +
_ 70 −
_ 7
Chapter 8 • Lesson 10 three hundred fifty-five 355

Solve. Write or draw to explain.

43. SMARTER Jane drew some
stars. Then she drew 9 more
stars. Now there are 19 stars.
How many stars did Jane
draw first? –– stars
44. Adel drew 10 more

SMARTER
stars than Charlie. Charlie

drew 24 stars. How many stars
did Adel draw?
–– stars
C
45. Write three ways
DEEPER
to get a sum of 49. — — = 49
— C — = 49
— C — = 49
46. Find the sum of 23 and 30.

SMARTER
Use any way to add.

23 + 30 = ––
Explain how you solved the problem.
TAKE HOME ACTIVITY • Have your child explain FOR MORE PRACTICE:
how he or she solved Exercise 43. Standards Practice Book
356 three hundred fifty-six

Name
1. Write each addition or subtraction problem
in the box below the answer.
7+2 3+3 15 – 9 8+6 14 – 5
6 9 14
2. Choose all the ways that name the model.
2 tens and 3 tens

20 + 30
5
50
3. Sasha has 70 stickers. She uses 40 of them.

How many stickers are left? Show your work.
stickers
Assessment Options
Chapter 8 Chapter Test three hundred fifty-seven 357
4. Use the hundred chart to add.
37 + 5 = 1 2 3 4 5 6 7 8 9 10
Explain how you

11 12 13 14 15 16 17 18 19 20
used the chart to 21 22 23 24 25 26 27 28 29 30
find the sum.
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
5. Use the model. Draw to show how to add the tens.
33 + 20 =
358 three hundred fifty-eight

Name
6. Use the model. Draw to show how to make

a ten.
26 + 7 =
7. Write the addition sentence that the model

shows. Solve.
Tens Ones
+ =
8. What is the difference? 9. What is the sum?
15 40
–_7 +
_ 50
7 8 10 12 10 70 80 90
Chapter 8 three hundred fifty-nine 359
10. Luis has 16 .
He has 38 .
How many leaves does Luis have? Circle the number
that makes the sentence true.
48
Luis has 54 leaves.
59
11. Match the math sentences that count up

and back by tens.
38 + 30 = ? 48 + 40 = ? 38 + 20 = ?
● ● ●
● ● ●
58 – 20 = ? 68 – 30 = ? 88 – 40 = ?
12. Find the sum of 62 and 15. Use any way to add.
62 + 15 =
Explain how you solved the problem. © Houghton Mifflin Harcourt Publishing Company
360 three hundred sixty

Critical Area Measurement and Data
written by Margie Sigman

CRITICAL AREA Developing understanding of linear measurement and

measuring lengths as iterating length units
361
362
In rainy weather,
We play together.
Things We Use for Rainy Weather
raincoats
umbrellas
Use to complete the graph.

How many raincoats do you see?
How many umbrellas do you see?
Describe rainy weather. 363

1
364
We play together.
In sunny weather,
Things We Use for Sunny Weather
sun hats
sunglasses
Use to complete the graph.

How many sunglasses do you see?
How many sun hats do you see?
Describe sunny weather. 365

Whatever the weather,
We play together. © Houghton Mifflin Harcourt Publishing Company
366 Describe the weather shown here.

Name
Write About the Story

Use . Show some sun hats
and sunglasses in each category category
on the graph. classify
graph
Things We Use for Sunny Weather
sun hats
sunglasses
WRITE MathWrite a sentence telling how many sun hats there are.
Write a sentence telling how many sunglasses there are.
367
More or Fewer?
1. Show more raincoats than umbrellas.

Use in each category.
raincoats
umbrellas
2. Show fewer raincoats than umbrellas.

Use in each category.
raincoats © Houghton Mifflin Harcourt Publishing Company
umbrellas
Write a story problem about raincoats
and umbrellas. Tell how to classify
each item in the correct category.
368
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (bg) ©Thinkstock/Corbis
Chapter 9
9
Chapter
Cur
than the arch?

Measurement
ious Ab
picture are shorter

What objects in the
out Math w
ith
three hundred sixty-nine

369
Name
Show Wha t You Know
Bigger and Smaller

Circle the bigger object. Circle the smaller object.
1. 2.
Compare Length
Circle the longer object.
Draw a line under the shorter object.
3. 4.
Numbers 1 to 10
Write each number in order to 10.
5.
1 10
and Intervention
370 three hundred seventy

Name
Review Words
Voca bula ry Builder nine ten
eleven twelve
long longer
Visualize It short shorter
Sort the review words from the box.
length numbers
long sort nine
Complete the sentences with the correct word.
1. A crayon is ——— than a marker.
2. A toothbrush is ——— than a paper clip.

Write the name below the number.
3. 9 10 11 12
—— —— —— ——

Multimedia eGlossary
Chapter 9 three hundred seventy-one 371
Chapter 9 Game Measure
Materials • •
1
3
2
4
UP!
Compare the lengths of the
• 12 •2 •2 two objects.
5 The player with the longer
•2 •2 •2 •2
object places a on the
space. If both objects are the
1 Put on START. same length, both players put
2 Spin the 1 3 2 . Move your a on the board.
that many spaces. Take that 6 Keep playing until one person
object. gets to END. The player with
3 Your partner spins, moves, the most wins.
and takes that object.
START
END
372 three hundred seventy-two

Name
HANDS ON
Order Length Lesson 9.1
Essential Question How do you
order objects by length? Measurement and Data—
1.MD.1
MP.1, MP.3, MP.6
Hands
On
Listen
Listen and
and Draw
Draw
Use objects to show the problem.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (b) ©Chloe Johnson/Alamy
Math
Explain Compare the

FOR THE TEACHER • Read the problem. Have straw and the key.
children use classroom objects to act it out. Rosa
has something that is longer than the drinking Which is longer? Which is
straw. She has another object that is shorter shorter?
than the key. What objects might she have?
Chapter 9 three hundred seventy-three 373

Model
Model and
and Draw
Draw
Order three pieces of yarn from shortest to

longest. Draw the missing piece of yarn.
shortest
longest
Share
Share and
and Show
Show
Draw three lines in order from shortest

to longest.
1. shortest
2.
3. longest
Draw three lines in order from longest

to shortest.
4. longest
5.
6. shortest
374 three hundred seventy-four

Name
On
On Your
Your Own
Own
MATHEMATICAL
PRACTICECompare Representations
3
Draw three crayons in order from shortest to longest.

7. shortest
8.
9. longest
Draw three crayons in order from longest

to shortest.
10. longest
11.
12. shortest
13. SMARTER Complete each sentence.

The yarn is the shortest.
The yarn and the yarn

are the same length.
Chapter 9 • Lesson 1 three hundred seventy-five 375
Solve.
14. Draw four objects in order
DEEPER
from shortest to longest.
Objects
15. The string is shorter

SMARTER string
than the ribbon. The chain is
shorter than the ribbon. ribbon
Circle the longest object.
chain
16. Match each word on the

SMARTER
left to a drawing on the right.
•
shortest •
•
longest • •
TAKE HOME ACTIVITY • Show your child three different FOR MORE PRACTICE:
lengths of objects, such as three pencils or spoons. Standards Practice Book
Ask him or her to order the objects from shortest to longest.
376 three hundred seventy-six

Name Lesson 9.2
Indirect Measurement Measurement and Data—
Essential Question How can you compare lengths of 1.MD.1
three objects to put them in order? MATHEMATICAL PRACTICES
MP.1, MP.3, MP.4
Listen
Listen and
and Draw
Draw
Clue 1: A yellow string is shorter than a blue string.

Clue 2: The blue string is shorter than a red string.
Clue 3: The yellow string is shorter than the red string.
yellow
blue
red
Math
Explain how the clues

helped you draw the
FOR THE TEACHER • Read the clues. Have
children use the MathBoard to draw each clue. strings in the correct
Then have children draw the strings in order order.
from shortest to longest.
Chapter 9 three hundred seventy-seven 377

Model
Model and
and Draw
Draw
Use the clues. Write shorter or longer to complete

the sentence. Then draw to prove your answer.
Clue 1: A green pencil is longer than an orange pencil.

Clue 2: The orange pencil is longer than a brown pencil.
So, the green pencil is longer than the brown pencil.

brown
orange
green
Share
Share and
and Show
Show
Use the clues. Write shorter or longer

to complete the sentence. Then draw
to prove your answer.
1. Clue 1: A red line is shorter than a blue line.
Clue 2: The blue line is shorter than a purple line.
So, the red line is than the purple line.

red
blue
purple
378 three hundred seventy-eight
Name
On
On Your
Your Own
Own
MATHEMATICAL
PRACTICEAnalyze Relationships Use the clues.
1
Write shorter or longer to complete the sentence.

Then draw to prove your answer.
2. Clue 1: A green line is shorter than a pink line.
Clue 2: The pink line is shorter than a blue line.
So, the green line is than the blue line.
green
pink
blue
3. Clue 1: An orange line is longer than a yellow line.

Clue 2: The yellow line is longer than a red line.
So, the orange line is than the red line.
red
yellow
orange
Chapter 9 • Lesson 2 three hundred seventy-nine 379

4. The ribbon is longer than the

SMARTER
yarn. The yarn is longer than the string. The

yarn and the pencil are the same length.
Draw the lengths of the objects next to their
labels.
ribbon
yarn
pencil
string
5. Is the first line longer

SMARTER
than the second line? Choose

Yes or No.
● Yes ● No
● Yes ● No
● Yes ● No
TAKE HOME ACTIVITY • Show your child the length of one object. FOR MORE PRACTICE:
Then show your child an object that is longer and an object that is Standards Practice Book
shorter than the first object.
380 three hundred eighty

Name
HANDS ON
Use Nonstandard Units to Lesson 9.3
Measure Length Measurement and Data—
Essential Question How do you measure length 1.MD.2
using nonstandard units? MATHEMATICAL PRACTICES
MP.2, MP.6, MP.8
Hands
On
Listen
Listen and
and Draw
Draw
Use . Draw to show the problem.

Math
How do you draw the

FOR THE TEACHER • Read the problem. Jimmy
sees that his boat is about 6 color tiles long.
boat to be the right
Draw Jimmy’s boat. Draw the color tiles to show length? Explain.
how you measured.
Chapter 9 three hundred eighty-one 381

Model
Model and
and Draw
Draw
You can use to measure length.

Write how many.
about —
Share
Share and
and Show
Show
Use real objects. Use to measure.
1.
about —
2.
about —
3. © Houghton Mifflin Harcourt Publishing Company
about —
4.
about —
382 three hundred eighty-two
Name
On
On Your
Your Own
Own
Use real objects. Use to measure.

5.
about —
6.
about —
7.
about —
8.
about —
9. The green yarn is about 2

SMARTER long.
About how long is the blue yarn?
about —
Chapter 9 • Lesson 3 three hundred eighty-three 383
MATHEMATICAL
PRACTICE 1
Evaluate Reasonableness Solve.
10. Mark measures a real glue stick with .
About how long is a glue stick?
Circle the answer that is most reasonable.
about 1 about 4 about 10
11. Bo has 4 ribbons. Circle the ribbon that

DEEPER
is less than 3 long but more than 1 long.
12. +
The crayon is about 4 tiles long.
SMARTER
Draw tiles below the crayon to show its length.

TAKE HOME ACTIVITY • Give your child paper clips or other small FOR MORE PRACTICE:
objects that are the same length. Have him or her estimate Standards Practice Book
the lengths of objects around the house and then measure to check.
384 three hundred eighty-four

Name
HANDS ON
Make a Nonstandard Measuring Tool Lesson 9.4
Essential Question How do you use a nonstandard
Measurement and Data—
measuring tool to measure length? 1.MD.2
MP.2, MP.3, MP.5
Listen
Listen and
and Draw
Draw
Circle the name of the child who

measured correctly.
Alli
Mateo
Math
FOR THE TEACHER • Read the problem. Mateo Explain how you know
and Alli measure the same pencil. Mateo says it
is about 4 paper clips long. Alli says it is about
who measured
3 paper clips long. Circle the name of the child correctly.
who measured correctly.
Chapter 9 three hundred eighty-five 385

Model
Model and
and Draw
Draw
Make your own paper clip

measuring tool like the one
on the shelf. Measure the
length of a door. About
how long is the door? about —
Share
Share and
and Show
Show
Use real objects and the measuring tool you made.

Measure. Circle the longest object.
Underline the shortest object.
1. 2.
about — about —
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (br) ©WidStock/Alamy

3. 4.
about — about —
386 three hundred eighty-six

Name
On
On Your
Your Own
Own
MATHEMATICAL
Use Appropriate Tools
PRACTICE 5
Use the measuring tool you made.

Measure real objects.
5. 6.
about — about —
7. 8.
about — about —
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (cr) ©PhotoDisc/Getty Images
9. DEEPERCody measured his

real lunch box. It is about
10 long. About how
long is Cody’s real pencil?
about — Cody’s lunch box

and pencil
Chapter 9 • Lesson 4 three hundred eighty-seven 387
Solve.
10. Lisa tried to measure the
SMARTER
pencil. She thinks the pencil is 5 paper

clips long. About how long is the pencil?
about —
11. Use the

SMARTER below.
About how long is the paintbrush?
about — © Houghton Mifflin Harcourt Publishing Company
TAKE HOME ACTIVITY • Have your child measure different FOR MORE PRACTICE:
objects around the house using a paper clip measuring tool. Standards Practice Book
388 three hundred eighty-eight

Name
PROBLEM SOLVING
Problem Solving • Measure and Lesson 9.5
Compare Measurement and Data—
Essential Question How can acting it out help you solve 1.MD.2
measurement problems? MATHEMATICAL PRACTICES
MP.1, MP.3
The blue ribbon is about 4 long. The red ribbon

is 1 long. The green ribbon is 2 longer than the red
ribbon. Measure and draw the ribbons in order from shortest
to longest.
Hands
On
Unlock
U lock the
Unlock the Problem
Problem
P oble
What do I need to find? What information do I need

to use?
order the ribbons from
shortest to Measure the

ribbons using paper clips.
longest
HOME CONNECTION • Have your child act out a measurement

problem by finding the lengths of 3 objects and ordering them from
shortest to longest.
Chapter 9 three hundred eighty-nine 389

Try
Try Another
Another Problem
Problem
• What do I need
Zack has 3 ribbons. The yellow ribbon to find?
is about 4 long. The orange ribbon • What information
do I need to use?
is 3 shorter than the yellow ribbon.
The blue ribbon is 2 longer than
the yellow ribbon.
Measure and draw the ribbons in order
from longest to shortest.
1.
about —
2.
about —
3.
about —
Math
How many paper clips

shorter is the orange
ribbon than the blue
ribbon? Explain.
390 three hundred ninety

Name
Share
Share and
and Show
Show
Solve. Draw or write to explain.
4. DEEPERLisa measures her shoe to be

about 5 long. Measure and draw
an object that is 3 shorter than
her shoe. Measure and draw an object
that is 2 longer than her shoe.
5. +
Noah measures a marker to
SMARTER
be about 4 long and a pencil to be

about 6 long. Draw an object that is
1 longer than the marker and
1 shorter than the pencil.
TAKE HOME ACTIVITY • Have your child explain how FOR MORE PRACTICE:
he or she solved Exercise 4. Standards Practice Book
Chapter 9 • Lesson 5 three hundred ninety-one 391

Name
Concepts
Concepts and
and Skills
Skills
Draw three crayons in order from shortest

to longest. (1.MD.1)
1.
shortest
longest
Use to measure. (1.MD.2)
2.
about —
3. Kiley measures a package with her

SMARTER
paper clip measuring tool. About how long is the

package? (1.MD.2)
1
5
about
10
20
392 three hundred ninety-two

Name Lesson 9.6
Time to the Hour Measurement and Data—
Essential Question How do you tell time to the 1.MD.3
hour on a clock that has only an hour hand? MATHEMATICAL PRACTICES
MP.5, MP.6, MP.7
Listen
Listen and
and Draw
Draw
Start at 1.
Write the unknown numbers.
Start
1 2 4 5 6 7 8 10 11 12
11 1 Start
10 2
9 3
8 4
7 5
Math
Explain How are a

clock face and ordering
FOR THE TEACHER • In the top workspace,
have children write the unknown numbers in numbers alike?
the squares on the green yarn. In the bottom
workspace, have children write the unknown
numbers on the clock face.
Chapter 9 three hundred ninety-three 393

Model
Model and
and Draw
Draw
What does this clock show? 11 12 1

10 2
9 3
8 4
The hour hand points to the 3. 7 6 5
It is 3 o’clock.
Say three o’clock.
Write 3: 00 .
Share
Share and
and Show
Show
Look at where the hour hand points.

Write the time.
1. 2. 3.
11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
4. 5. 6.
11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
394 three hundred ninety-four

Name
On
On Your
Your Own
Own
MATHEMATICAL
PRACTICEMake Connections Look at where
6
the hour hand points. Write the time.

7. 8. 9.
11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
10. 11. 12.

11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
13. 14. 15.

11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
Chapter 9 • Lesson 6 three hundred ninety-five 395

16. SMARTER Which time is not the same?

Circle it.
11 12 1 11 12 1
10 2 10 2
9 3 1:00 1 o’clock 9 3
8 4 8 4
7 6 5 7 6 5
17. Manny leaves for school

DEEPER
at 8 o’clock. Write and draw to

11 12 1
show 8 o’clock. 10 2
9 3
8 4
7 6 5
18. Look at the hour hand.

SMARTER
What is the time?
● 7:00
11 12 1
10 2
● 8 o’clock 9 3
8 4
7 6 5
● 9 o’clock
● 12:00
TAKE HOME ACTIVITY • Have your child describe what he or FOR MORE PRACTICE:
she did in this lesson. Standards Practice Book
396 three hundred ninety-six

Name Lesson 9.7
Time to the Half Hour Measurement and Data—
Essential Question How do you tell time to 1.MD.3
the half hour on a clock that has only an hour hand? MATHEMATICAL PRACTICES
MP.1, MP.2, MP.8
Listen
Listen and
and Draw
Draw
Circle 4:00, 5:00, or between 4:00 and

5:00 to describe the time shown on the clock.
4:00
11 12 1
10 2
9 3 between 4:00 and 5:00
8 4
7 6 5
5:00
4:00
11 12 1
10 2
8 4
7 6 5
5:00
4:00
11 12 1
10 2
8 4
7 6 5
5:00
Math
Use before and after

to describe the time
shown on the middle
FOR THE TEACHER • Have children look at the
hour hand on each clock to decide which choice clock.
best describes the time shown.
Chapter 9 three hundred ninety-seven 397

Model
Model and
and Draw
Draw
The hour hand
As an hour passes, the hour hand is halfway between
moves from one number the 7 and the 8.
to the next number.
11 12 1
10 2
9 3
8 4
When a half hour has passed, 7 6 5
the hour hand points halfway
between two numbers.
half past 7:00
Share
Share and
and Show
Show
Look at where the hour hand points.

Write the time.
1. 2.
11 12 1 11 12 1
10 2 10 2
9 3 9 3
8 4 8 4
7 6 5 7 6 5
3. 4.
11 12 1 11 12 1
10 2 10 2
9 3 9 3
8 4 8 4
7 6 5 7 6 5
398 three hundred ninety-eight

Name
On
On Your
Your Own
Own
MATHEMATICAL
PRACTICEUse Reasoning Look at where
2
the hour hand points. Write the time.

5. 6.
11 12 1 11 12 1
10 2 10 2
9 3 9 3
8 4 8 4
7 6 5 7 6 5
7. 8.
11 12 1 11 12 1
10 2 10 2
9 3 9 3
8 4 8 4
7 6 5 7 6 5
9. 10.
11 12 1 11 12 1
10 2 10 2
9 3 9 3
8 4 8 4
7 6 5 7 6 5
Chapter 9 • Lesson 7 three hundred ninety-nine 399

11. Tim plays soccer at

SMARTER
11 12 1
half past 9:00. He eats lunch 10 2
at half past 1:00. He sees 9 3
8 4
a movie at half past 2:00. 7 6 5
Look at the clock.

Write what Tim does.
Tim .
12. Tyra has a piano lesson

DEEPER
at 5:00. The lesson ends at half

past 5:00. How much time is Tyra half hour
at her lesson? Circle your answer. hour
13. What time is it? Circle the time

SMARTER
11 12 1
10 2 5:30
9 3 The time is 6:00 .
8 4
7 6 5
6:30
TAKE HOME ACTIVITY • Say a time, such as half past 10:00. FOR MORE PRACTICE:
Ask your child to describe where the hour hand points at this time. Standards Practice Book
400 four hundred

Name Lesson 9.8
Tell Time to the Hour and Half Hour Measurement and Data—
Essential Question How are the minute hand and hour 1.MD.3
hand different for time to the hour and time to the half hour? MATHEMATICAL PRACTICES
MP.2, MP.5, MP.6
Listen
Listen and
and Draw
Draw
Each clock has an hour hand and a minute hand.

Use what you know about the hour hand
to write the unknown numbers.
It is 1:00.
11 12 1
10 2
9 3 The hour hand points to the .
8 4
7 6 5 The minute hand points
to the .
It is half past 1:00.

11 12 1
10 2 The hour hand points between
9 3 the and the .
8 4
7 6 5 The minute hand points to the .
Math
Look at the top clock.

Explain how you know
FOR THE TEACHER • Read the time on the first which is the minute
clock and have children identify where the hour
hand and minute hand point. Then repeat for
hand.
the second clock.
Chapter 9 four hundred one 401

Model
Model and
and Draw
Draw
An hour has 60 minutes.

11 12 1
60 10 2
55 5 9 3
50 11 12 1 10 8 4
10 2 7 6 5
The clocks show
45 9 3 15
8 4 10:00.
40 7 6 5 20
35
30
25
10:00
A half hour has 30 minutes.
11 12 1
5 2
10
11 12 1 10 The clocks show 9 3
10 2 half past 10:00. 8 4
9 3 15 7 6 5
8 4
The minute hand has
7 6 5 20 moved from
25 the 12 to the 6.
10:30
30
30 minutes
after 10:00
Share
Share and
and Show
Show
Write the time.

1. 2. 3.
11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
402 four hundred two

Name
On
On Your
Your Own
Own
MATHEMATICAL
PRACTICE 6 Attend to Precision Write the time.
4. 5. 6.
11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
7. 8. 9.
11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
Circle your answer.

10. Sara goes to the park when both the hour
hand and the minute hand point to the 12.
What time does Sara go to the park?
1:00 12:00 12:30

11. Mel goes to the park when the

SMARTER
hour hand points to the 3 and the minute

hand points to the 6. What time does Mel
go to the park?
3:00 3:30 6:00

Chapter 9 • Lesson 8 four hundred three 403
Solve.
11 12 1
12. Linda wakes up at 6:30. 10 2
9 3
Draw to show what time 8 4
Linda wakes up. 7 6 5
13. David left school at 3:30. Circle the

clock that shows 3:30.
11 12 1 11 12 1 11 12 1 11 12 1
10 2 10 2 10 2 10 2
9 3 9 3 9 3 9 3
8 4 8 4 8 4 8 4
7 6 5 7 6 5 7 6 5 7 6 5
14. The hour hand points

DEEPER
11 12 1
halfway between the 2 and 3. 10 2
Draw the hour hand and the 9 3
8 4
minute hand. Write the time. 7 6 5

SMARTER
11 12 1
name the time on the clock. 10 2
9 3
● half past 7:00 ● 8:30 8 4
7 6 5
● half past 6:00 ● 7:30
TAKE HOME ACTIVITY • At times on the half hour, have your FOR MORE PRACTICE:
child show you the minute hand and the hour hand on a clock Standards Practice Book
and tell what time it is.
404 four hundred four

Name Lesson 9.9
Practice Time to the Hour Measurement and Data—
and Half Hour 1.MD.3
Essential Question How do you know whether to MATHEMATICAL PRACTICES
MP.1, MP.4, MP.8
draw and write time to the hour or half hour?
Listen
Listen
Circle the clock that matches the problem.
11 12 1 11 12 1
10 2 10 2
9 3 9 3
8 4 8 4
7 6 5 7 6 5
11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
Math
FOR THE TEACHER • Read the following problems. Describe how you know
Barbara goes to the store at 8:00. Circle the clock
that shows 8:00. Have children use the top workspace which clock shows 1:30.
to solve. Then have children solve this problem:
Barbara takes Ria for a walk at 1:30. Circle the clock
that shows 1:30.
Chapter 9 four hundred five 405
Model
Model and
and Draw
Draw
Where should you draw the

minute hand to show the time?
11 12 1 11 12 1
10 2 10 2
9 3 9 3
8 4 8 4
7 6 5 7 6 5
9:00 9:30
Share
Share and
and Show
Show
Use the hour hand to write the time.

Draw the minute hand.
1. 2. 3.
11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
4. 5. 6.
11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
406 four hundred six

Name
On
On Your
Your Own
Own
MATHEMATICAL
PRACTICE Use Diagrams Use the hour hand to
4
write the time. Draw the minute hand.

7. 8. 9.
11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
10. 11. 12.

11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
13. What is the error?

SMARTER 11 12 1
10 2
Zoey tried to show 6:00. Explain 9 3
how to change the clock to 8 4
7 6 5
show 6:00.
Chapter 9 • Lesson 9 four hundred seven 407

Solve.
14. Vince goes to a baseball 11 12 1
10 2
game at 4:30. Draw to show what 9 3
time Vince goes to a baseball game. 8
7 6 5
4
15. Brandon has lunch at 1 o’clock.

DEEPER
11 12 1
Write and draw to show what time Brandon 10
9
2
3
has lunch. 8 4
7 6 5
16. Juan tried to show 8:30.

SMARTER
He made a mistake.
11 12 1
10 2
9 3
8 4
7 6 5
What did Juan do wrong? Explain his mistake.

TAKE HOME ACTIVITY • Show your child the time on a clock. FOR MORE PRACTICE:
Ask him or her what time it will be in 30 minutes. Standards Practice Book
408 four hundred eight

Name
1. Match each word on the left to
a drawing on the right.
•
shortest •
•
longest •
•
2. Is the first line shorter than the second line?

Choose Yes or No.
Yes No
Yes No
Yes No
3. The crayon is about 5 tiles long. Draw tiles

below the crayon to show its length.
Assessment Options
Chapter 9 Chapter Test four hundred nine 409
4. Use the below. About how
long is the ?
about
5. Measure the . Use .
about
about
about
The is the shortest.
The is the longest.
410 four hundred ten

Name
6. Look at the hour hand. What is the time?
9:00
11 12 1
10
9
2
3
10 o’clock
8 4
7 6 5 11 o’clock
12:00
7. What time is it? Circle the time that makes

the sentence true.
11 12 1
2
1:30
10
9 3 The time is 2:00 .
8 4
7 6 5
2:30
8. Choose all the ways that name the time on

the clock.
11 12 1
10 2
9 3
8 4
7 6 5
half past 6:00

half past 11:00

6:00
11:30
Chapter 9 four hundred eleven 411

9. Draw the hand on the clock to show 9:30.
11 12 1
10 2
9 3
8 4
7 6 5
10. Lucy tried to show 5:00. Draw hands on the

She made a mistake. clock to show 5:00.
11 12 1 11 12 1
10 2 10 2
9 3 9 3
8 4 8 4
7 6 5 7 6 5
What did Lucy do wrong? Explain her mistake.
11. The is shorter than the .

The is longer than the .
Draw the length of the . © Houghton Mifflin Harcourt Publishing Company
412 four hundred twelve

© Houghton Mifflin Harcourt Publishing Company. • Image Credits: (bg) ©The Stock Asylum, LLC/Alamy
Chapter 10
Chapter
10
can you find out?

about
where you live? How

How many days will it
snow or rain this week
Math
Curious
Represent Data
four hundred thirteen

413
Name
Show Wha t You Know
Make a Concrete Graph

Sort a handful of and . Make a concrete graph.
Square Colors
1. How many are there?
More, Fewer
2. Shade to show a set of fewer.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (car) ©Stockbyte/Getty Images
Draw Equal Groups
3. Draw a below each picture to show
the same number of objects.
and Intervention
414 four hundred fourteen

Name
Review Words
Voca bula ry Builder graph
more
fewer
Visualize It most
Complete the chart. fewest
Mark each row with a ✔.
Word I Know Sounds Familiar I Do Not Know

graph
more
fewer
most
fewest
Use the review words. Label the groups.
1.
2.
Interactive Student Edit
Chapter 10
Multimedia eGlossary
four hundred fifteen 415
Chapter 10 Game Graph
Materials • 16 • 16 • 16
Game
Play with a partner. 4 The player who went last
1 Spin the . spins again to get a color.
2 Put 1 cube of that color 5 The player with more cubes
in the correct row of of that color wins. Spin
your graph. again if you both have the
3 Take turns. Play until each same number of cubes of
partner has 5 turns. that color.
Player 1
Player 2
416 four hundred sixteen

Name Lesson 10.1
Read Picture Graphs Measurement and Data—
Essential Question What do the pictures in a 1.MD.4
picture graph show? MATHEMATICAL PRACTICES
MP.3, MP.4
Hands
On
Listen
Listen and
and Draw
Draw
Use . Draw to show the cubes.

Write how many more .
more
Math
Describe how you can

FOR THE TEACHER • Read the following use your picture to
problem. There are 2 green cubes and 4 blue
cubes. How many more blue cubes are there compare the cubes.
than green cubes?
Chapter 10 four hundred seventeen 417

Model
Model and
and Draw
Draw
Children at the Playground

A picture graph
swings uses pictures to
show information.
slide
ey: Each stands for 1 child.
4 children on the
There are — .
There are — children on the .
There are more children on the .
Share
Share and
and Show
Show
Our Favorite Activity at the Fair

animals
rides
Use the picture graph to answer the question.
1. Which activity did more children
choose? Circle.
2. How many children chose ? — children

4. How many fewer children chose
than ? — fewer children
418 four hundred eighteen
Name
On
On Your
Your Own
Own
What We Drink for Lunch

milk
juice
WATER
water
Use the picture graph to answer the question.

5. How many children 6. How many children in all
drink ? drink and ?

WATER
— children — children
7. How many fewer children 8. How many more children
drink than ? drink than ?

WATER
— fewer children — more children
9. How
SMARTER 10. DEEPER 4 new children
many children join the class. They
in all drink , drink at lunch. Now,
, and ?
WATER
how many more children

drink than ?
WATER
— children — more children
Chapter 10 • Lesson 1 four hundred nineteen 419

Our Favorite Animal at the Zoo

zebras
lions
seals
Each stands for 1 child.
MATHEMATICAL
PRACTICE 4
Write an Equation Write a number
sentence to solve the problem.
11. How many
y children chose
and altogether? — C — C —
— children
12. How many

chose
y more children
than ? — C — C —
— more children
13. How manyy more

C C
DEEPER
children chose than — — —

and altogether?
— more children © Houghton Mifflin Harcourt Publishing Company
14. Use the graph at the top.

SMARTER
How many children chose ?
b
TAKE HOME ACTIVITY • Keep track of the weather for one week
by drawing a picture each day to show if it is sunny, cloudy, or rainy. FOR MORE PRACTICE:
At the end of the week, ask your child what the weather was like for Standards Practice Book
most of the week.
420 four hundred twenty

Name
HANDS ON
Make Picture Graphs Lesson 10.2
Essential Question How do you make a picture graph
to answer a question? Measurement and Data—
1.MD.4
Hands
On MP.3, MP.4
Listen
Listen and
and Draw
Draw
Use to solve the problem.

© Houghton Mifflin Harcourt Publishing Company• Image Credits: (ball) ©PhotoDisc/Getty Images; (bat) ©Artville/Getty Images
Which has more?
Math
FOR THE TEACHER • Read the following
problem. Asaf has 6 baseballs. He has 4 bats.
Does he have more baseballs or bats? Have
Describe what the
children draw circles to show the baseballs and picture graph shows.
bats. Then have them circle the object with more.
Chapter 10 four hundred twenty-one 421

Model
Model and
and Draw
Draw
Are there more black or white sheep in the

picture? Make a picture graph to find out.
Sheep in the Meadow

black
white
X
Each stands for 1 sheep.
There are more sheep.
Share
Share and
and Show
Show
Do more children like cats or dogs?

Ask 10 friends which pet they like better.
Draw 1 circle for each child’s answer.
Our Favorite Pet

cats
dogs
Use the picture graph to answer each question. © Houghton Mifflin Harcourt Publishing Company
3. Which pet did more children

choose? Circle.
422 four hundred twenty-two

Name
On
On Your
Your Own
Own
Which activity do the most children like best?

Ask 10 friends. Draw 1 circle for each child’s answer.
Our Favorite Activity

reading
computer
sports

MATHEMATICAL
PRACTICE 4
Use Graphs Use the picture graph
to answer the question.
4. How many children 5. How many children
chose ? chose and ?
6. Which activity did the most 7. Did all your classmates make
children choose? Circle. picture graphs that look the
same? Circle yes or no.
8. SMARTER Write your own question about the graph.
9. Look at the question you wrote.

DEEPER
Answer your question.
Chapter 10 • Lesson 2 four hundred twenty-three 423

Matt made this picture graph to show

the paint colors his friends like best.
Favorite Paint Color
blue
red
green
10. How many children chose 11. How many fewer children
a paint color? chose than ?
— children — fewer children
12. +
Complete the picture graph
SMARTER
to show the number of flowers.
Flowers in the Vase
Each stands for 1 Flower.
TAKE HOME ACTIVITY • Ask your child to make a picture graph

showing how many glasses of water each family member drinks in FOR MORE PRACTICE:
a day. Discuss how to find who drinks the most water. Standards Practice Book
424 four hundred twenty-four

Name Lesson 10.3
Read Bar Graphs Measurement and Data—
Essential Question How can you read a bar graph to find 1.MD.4
the number that a bar shows? MATHEMATICAL PRACTICES
MP.3, MP.4
Hands
On
Listen
Listen
Write a question about the graph.

Use to help solve the problem.
Type of Sneaker We Are Wearing
laces
no laces

Math
Describe how the

FOR THE TEACHER • Read the following problem.
Emma’s class made this picture graph. What class made this picture
question could Emma’s class answer using the graph.
graph? Write the question and the answer.
Chapter 10 four hundred twenty-five 425

Model
Model and
and Draw
Draw
In a bar graph, each bar shows

Touch the end of a
information. You can compare bar. Look down to
the lengths of the bars. see the number of
children.
What title describes this graph?
markers
Art Tools
paintbrushes
crayons
0 1 2 3 4 5 6
Number of Children
Share
Share and
and Show
Show
Use the bar graph to answer the question.

chose ? chose ?
children
— — children
3. How many more children

chose than ? — more children
4. Which art tool did the 5. Which art tool did the
fewest children choose? most children choose?
Circle. Circle.
426 four hundred twenty-six

Name
On
On Your
Your Own
Own
MATHEMATICAL
PRACTICEUse Graphs Use the bar graph
4
to answer the question.

6. How many children Favorite Vehicle
6
Number of Children
chose ?
5
— children 4
7. How many children 3
chose ?
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (car) ©Dave Rudkin/Getty Images; (truck) ©Stuart Kelly/Alamy; (yellow truck) ©Darryl Brooks/Alamy
2
1
— children
0
8. How many children in all
chose and ? car truck dump
truck
— children Kinds of Vehicles
9. How many more children
chose than ? — more children
10. Which vehicle did the most

children choose? Circle.
11. Order the vehicles from least to most votes.

SMARTER
Write 1 for the least votes and 3 for the most votes.
— — —
Chapter 10 • Lesson 3 four hundred twenty-seven 427
Use the bar graph to answer the question.
How Our Jackets Are Fastened

Fasteners
zippers
buttons
0 1 2 3 4 5
Number of Jackets
12. Kim puts on a jacket with .
Add her jacket to the graph.
Now how many jackets have ? — jackets
13. Ed adds a row to the graph to

DEEPER
show jackets with snaps. 2 fewer

jackets have snaps than have zippers.
How many jackets have snaps? — jackets
14. SMARTER How many more jackets

have than ? Circle the number in the box.
7
5 more jackets have than .

3
TAKE HOME ACTIVITY • Have your child look through newspapers

and magazines for examples of bar graphs. Talk about what FOR MORE PRACTICE:
information is shown in each graph you find. Standards Practice Book
428 four hundred twenty-eight

Name
HANDS ON
Make Bar Graphs Lesson 10.4
Essential Question How does a bar graph help you
compare information? Measurement and Data—
1.MD.4
MP.3, MP.4, MP.8
Hands
On
Listen
Listen and
and Draw
Draw

Color 1 box for each food item
to complete the graph.
Kinds of Food
Food Sold at the Soccer Game

pizza
hot dogs
tacos
0 1 2 3 4 5 6 7
Number of Food Items Sold
Math
How do you know

FOR THE TEACHER • Read the following that you counted each
problem. Dan keeps track of the food he
sells at the soccer game. He sells all of the food in the picture?
food on the table. Make a bar graph to Explain.
show the food Dan sells.
Chapter 10 four hundred twenty-nine 429

Model
Model and
and Draw
Draw
Are there more or in the garden? X

Make a bar graph to find out.
Shade 1 box for each flower in the picture.
Flowers in the Garden

Kinds of
Flowers
daisies
sunflowers
0 1 2 3 4 5 6 7
Number of Flowers
There are more in the garden.
Share
Share and
and Show
Show
Do more children write with their left hand or right hand?

Ask 10 friends which hand they use. Make a bar graph.
Hand We Use to Write

Writing
left
Hand
right
0 1 2 3 4 5 6 7 8 9 10
Number of Children
1. Which hand do more children use to write?
430 four hundred thirty

Name
On
On Your
Your Own
Own
MATHEMATICAL
PRACTICE Draw Conclusions
8
Do children like , , or best?

Ask 10 friends which toy they like best.
2. Make a bar graph. Write a title and labels

for your graph.
bear
blocks
marbles
0 1 2 3 4 5 6 7 8 9 10
3. Which toy did the most 4. How many children

children choose? Circle. chose ?
children
5. How are picture graphs and

SMARTER
bar graphs alike?

TAKE HOME ACTIVITY • Your child has learned how to make FOR MORE PRACTICE:
picture graphs and bar graphs. Ask your child to explain how Standards Practice Book
bar graphs are different from picture graphs.
Chapter 10 • Lesson 4 four hundred thirty-one 431

Name
Concepts
Concepts and
and Skills
Skills
Use the picture graph to answer the questions. (1.MD.4)
Do you wear glasses?

yes
no
1. How many children do not 2. How many children

wear glasses? wear glasses?
— —
SMARTER Use the bar graph to answer the questions. (1.MD.4)
Ways to Get
How We Get to School

to School
Car
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©Dave Rudkin/Getty Images
Bike
Bus
0 1 2 3 4 5 6 7 8
Number of Children
3. How many children take the bus to school?
—
4. Is the sentence true? Choose Yes or No.

SMARTER
5 children ride in a car or ride a bike. Yes No

More children go by car than by bus. Yes No
Fewer children go by bike than by car. Yes No
432 four hundred thirty-two Chapter 10

Name Lesson 10.5
Read Tally Charts
Essential Question How do you count the tallies
on a tally chart? Measurement and Data—
1.MD.4
MP.2, MP.3, MP.4
Hands
On
Listen
Listen and
and Draw
Draw
Use to solve the problem.

Write how many.
— —
Math
FOR THE TEACHER • Read the following Describe how you
problem. Jane is sorting her crayons. Draw
to show how she can sort the crayons into sorted the counters.
two groups.
Chapter 10 four hundred thirty-three 433

Model
Model and
and Draw
Draw
Do more children like chicken or pizza better?
Food We Like Total

You can use a tally
chicken 3 chart to collect
information.
pizza
Each is a tally mark.

It stands for 1 child.
stands for 5 children.
More children like —— pizza .
Share
Share and
and Show
Show
Complete the tally chart.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©Jack Andersen/Getty Images; (tcl) ©Corbis
Boys and Girls in Our Class Total
boys
girls
Use the tally chart to answer each question.

1. How many girls are in the class? — girls
2. How many boys are in the class? — boys
3. How many children are in the class in all? — children
4. Are there more boys or girls in the class?
434 four hundred thirty-four

Name
On
On Your
Your Own
Own
Our Favorite Sport Total

t-ball
soccer
swimming
Use the tally chart to answer the question.

6. How many more children chose

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (ball) ©PhotoDisc/Getty Images; (pool) ©George Doyle/Getty Images
than ?
— more children
7. Which sport did the most

children choose? Circle.
8. SMARTER Write your own question about the tally chart.
9. DEEPERSam asked some other children

which sport they like. They all chose .
Now the most children chose .
How many children did Sam ask? — children
Chapter 10 • Lesson 5 four hundred thirty-five 435
Coins in the Bank Total

Remember
to write
dime
the total.
penny
nickel
MATHEMATICAL
2
Connect Symbols and Words
PRACTICE
Complete each sentence about the tally chart.

Write greater than, less than, or equal to.
10. The number of tallies for is ———

the number of tallies for .


13. The number of tallies for

DEEPER is ———
the number of tallies for both and .
14. How many coins are in the bank?

SMARTER
● ●
● ●
TAKE HOME ACTIVITY • Together with your child, make a tally chart
showing how many times you all say the word “eat” during a meal. FOR MORE PRACTICE:
Then have your child write the number. Standards Practice Book
436 four hundred thirty-six

Name
HANDS ON
Make Tally Charts Lesson 10.6
Essential Question Why is a tally chart a good
way to show information that you have collected? Measurement and Data—
1.MD.4
MP.1, MP.3, MP.4
Listen
Listen
Our Favorite Game Total

card game
puzzle
board game
Use the tally chart to answer the question.

Which game did the most children choose? Circle.
Which game did the fewest children choose?

Circle.
Math
FOR THE TEACHER • Read the following problem. How do you know
Ava asks the children in her class which of three
games they like the best. She makes a tally mark to which game is the
show each child’s answer. Which game did the most favorite? Explain.
children choose? Which did the fewest children
choose?
Chapter 10 four hundred thirty-seven 437
Model
Model and
and Draw
Draw
How can you make a tally chart

to show the boats at the lake?
X X
Decide if each
boat has a sail.
Boats at the Lake Total

boats with sails
boats without sails
Share
Share and
and Show
Show
Use the picture to complete the tally chart.

Then answer each question.
Fish in the Tank Total

zebra fish
angel fish
1. How many are in 2. How many more

the tank? than are there?
— — more
3. How many and are in the tank?

— fish
438 four hundred thirty-eight
Name
On
On Your
Your Own
Own
Which of these snacks do most children

like the best?
Ask 10 friends. Make 1 tally mark for each
child’s answer.
Our Favorite Snack Total

pretzel
apple
yogurt
Use the tally chart to answer each question.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (pretzel) ©PhotoDisc/Getty Images; (apple) ©Artville/Getty Images
chose ? chose ?
6. Which snack do most

children like best? Circle.
7. SMARTER What if
6 children out of the 10
chose ? Which snack
would be the favorite?
Circle it.
8. Explain Write your own question about the tally chart.
Chapter 10 • Lesson 6 four hundred thirty-nine 439

MATHEMATICAL
PRACTICE 1
Analyze Relationships Jenna asked
10 friends to choose their favorite subject.
She will ask 10 more children.
Our Favorite School Subject Total

math
reading
science
9. Predict. Which subject will

children most likely choose?
10. Predict. Which subject will
children least likely choose?
11. How can you prove if your
SMARTER
prediction is good? Try it.
12. Complete the tally chart to show

SMARTER
the number of votes.

Fruit We Like Total
apple 4
banana 5
grapes 2
TAKE HOME ACTIVITY • With your child, survey friends and family
to find out their favorite food. Draw tally marks to record the FOR MORE PRACTICE:
results and then prepare the food. Standards Practice Book
440 four hundred forty

Name
PROBLEM SOLVING
Problem Solving • Represent Data Lesson 10.7
Essential Question How can showing information in a
graph help you solve problems? Measurement and Data—
1.MD.4
MP.3, MP.6
Brad sees many animals at the park.

How can you find how many animals
Brad sees?
Unlock
Unlock the
the Problem
Problem
I need to use?
how many animals rabbits,

the number of
Brad sees
birds , and deer in
the picture
Animals Brad Sees

Animals
rabbit
bird
deer
0 1 2 3 4 5 6 7
Number of Animals
— + — + — = — animals
HOME CONNECTION • Your child learned how to represent data from a
picture in a bar graph. Have your child explain why it is easier to use data
in a bar graph than in a picture.
Chapter 10 four hundred forty-one 441

Try
Try Another
Another Problem
Problem
• What do I need
Make a graph to solve. to find?
do I need to use?
1. Jake has 4 more train cars than
Ed. Ed has 3 train cars. Ben has
2 fewer train cars than Ed. How
many train cars does Jake have?
— train cars
Our Train Cars
Children
Jake
Ed
Ben
0 1 2 3 4 5 6 7 8
Number of Train Cars
2. Marla has 8 dolls. Three dolls

have blue eyes. The rest have
brown. How many dolls have
brown eyes? — dolls
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Denkou Images/Alamy
Eye Color
Dolls Marla Has

blue eyes
brown eyes
0 1 2 3 4 5 6 7 8
Number of Dolls
Math
Describe how the bar

graph helps you solve
Exercise 2.
442 four hundred forty-two

Name
Share
Share and
and Show
Show
MATHEMATICAL
PRACTICE Make Connections Find out about the
6
eye color of your classmates.

3. Write a question you can ask your friends.
4. Ask 10 friends your question. Make a tally chart.
Total
5. SMARTER Use the tally chart to make a

bar graph.
0 1 2 3 4 5 6 7 8
6. Explain What did you learn from the graph?
Chapter 10 • Lesson 7 four hundred forty-three 443

On
On Your
Your Own
Own WRITE Math
What is your favorite fruit? Nina asked 20

children this question. Then she made a bar
graph. But Nina spilled paint on the graph.
Our Favorite
rite Fruit
9 REMEMBER
Number of Children
8 Nina asked
7 20 people.
6
5
4
3
2
1
0
apple grapes
es banana
Kinds of Fruit
7. How many children chose 8. How many children

DEEPER
grapes? chose bananas?

9. +
Write another question that
SMARTER
can be answered by using the graph. © Houghton Mifflin Harcourt Publishing Company
TAKE HOME ACTIVITY • Work with your child to make a tally chart
and a bar graph showing the favorite color of 10 family members FOR MORE PRACTICE:
or friends. Talk about the results. Standards Practice Book
444 four hundred forty-four

Name
Use the picture graph to answer the questions.
Color We Like
red
blue
1. How many children chose ?
b
2. Is the sentence true? Choose Yes or No.
More children like blue than red. Yes No
5 children like red. Yes No
2 more children like blue than red. Yes No

3. 1 more child gets a . Draw what

the blue row looks like now.
blue
Assessment Options
Chapter 10 Chapter Test four hundred forty-five 445
Use the bar graph to answer the questions.
Weather Weather This Month

clouds
Kinds of
sun
rain
0 1 2 3 4 5 6 7 8 9 10 11 12 13
Number of Days
4. How many days had ?
b
5. Compare and days. Circle the number
4
There were 5 more days than days.
7
6. Ann says the graph shows 1 more rainy

day than cloudy days. Is she correct?
Choose Yes or No.
Yes No
Explain your answer.
446 four hundred forty-six

Name
Use the tally chart to answer the questions.
Sam’s Cars and Trucks Total

cars 8
trucks 6
7. How many does Sam have?
b
8. Draw tally marks for the number of cars that
the chart shows.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (truck) ©Stuart Kelly/Alamy
9. Circle the words that make the sentence true.
greater than
The number of the number of
less than
tally marks for tally marks for
is equal to .
Chapter 10 four hundred forty-seven 447

10. Chung visits the zoo. He sees 3 . He
sees 3 more than . He sees 2
fewer than . Graph the data.
What Chung Sees

lion
elephant
monkey
0 1 2 3 4 5 6
Use Chung’s graph to answer the questions.
11. How many does Chung see?
12. Write another question that can be

answered by Chung’s graph. © Houghton Mifflin Harcourt Publishing Company
448 four hundred forty-eight

Critical Area Geometry
the
On Move
aw
wr
te
sh
it
nb a rn
y Jen i fer E
n
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Steve Krull/E+/Getty Images
CRITICAL AREA Reasoning about attributes of, and composing and

decomposing geometric shapes
449
450
Name some shapes you see.
What will this train bring?

The train car waits for the engine.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Steve Krull/E+/Getty Images
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Justin Kase/Alamy
The big truck travels up the road.

What will this truck bring? 451

452
The ship loads at the dock.
What will this ship bring?

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Ralf Gosch/Shutterstock
These trucks drive across town.

What will these trucks bring? 453

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©John McKenna/Alamy
The airplane arrives at the airport.

454 What will this airplane bring?

Name
Write About the Story

Think of another kind of truck that
takes goods from one place to another. circle triangle
Draw a picture. Use circles, squares,
square rectangle
triangles, or rectangles in your drawing.
truck
WRITE Math Write about your drawing.
455
Figure It Out
1. Draw an airplane.
Use some triangles and
circles in your drawing.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (br) ©Steve Krull/E+/Getty Images; (tr) ©John McKenna/Alamy
2. Draw a train.
Use some rectangles and
circles in your drawing.
Choose two shapes to use to draw

a ship. Draw the ship.
456
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (bg) ©Michael Vitti/Alamy
Chapter 11
Chapter
11
Geometry
Cur
the sand castle?

ious Ab
shapes do you see in

out Math w
What three-dimensional
ith
Three–Dimensional
four hundred fifty-seven

457
Name
Show Wha t You Know
Alike and Different

Circle the objects that are alike.
1.
2.
Identify Three-Dimensional Shapes

Color the blue. Color the red.
Color the yellow.
3. 4. 5.
Sort by Size
Mark an X on the object that does not belong.
6.
and Intervention
458 four hundred fifty-eight

Name
Review Words
Voca bula ry Builder cone
cube
cylinder
Visualize It sphere
Write review words to name the shapes.
——
sphere ——
three-dimensional
shapes
—— ——
Look at the three-dimensional shapes.
Color the sphere . Color the cube .
Color the cylinder .
1. 2. 3.

Chapter 11 Multimedia eGlossary four hundred fifty-nine 459
Chapter 11 Game Shape Match
Bingo
Materials • 9 •9 • 3 If you cannot cover a space,
cu
eb
cone
sp
he
re
your turn is over.
Play with a partner. Take turns.
4 The first player to cover all of
1 One player uses . The other
his or her spaces wins.
player uses .
Spin . Use a counter to cover
cu
2
eb
cone
sp
he
re
a space with that shape.
Player 1 Player 2
460 four hundred sixty

Name
HANDS ON
Three-Dimensional Shapes Lesson 11.1
Essential Question How can you identify
Geometry—1.G.1
and describe three-dimensional shapes?
MP.4, MP.8
Listen
Listen and
and Draw
Draw
Draw to sort the three-dimensional shapes.

Math
Explain how you sorted

FOR THE TEACHER • Have children sort the
three-dimensional shapes into two groups. the shapes.
Have them draw around each group to show
how they sorted.
Chapter 11 four hundred sixty-one 461

Model
Model and
and Draw
Draw
These are three-dimensional shapes. Why is a cube a

special kind of
rectangular prism?
sphere cone cylinder rectangular cube

prism
Share
Share and
and Show
Show
Use three-dimensional shapes.

Sort the shapes into three groups.
Name and draw the shapes.
1. only flat surfaces 2. only a curved surface
3. both flat and curved surfaces

462 four hundred sixty-two

Name
On
On Your
Your Own
Own
MATHEMATICAL
PRACTICE Use Models Use three-dimensional shapes.
4
Write the number of flat surfaces for each shape.
6
4. A rectangular prism has — flat surfaces.
5. A cube has — flat surfaces.
6. A cylinder has — flat surfaces.
7. A cone has — flat surface.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©Corbis; (bl) ©PhotoDisc/Getty Images (tc) ©Comstock/Getty Images (br) ©Corbis
Exercises 4–7 can

DEEPER Write to name each shape. help you write the
shape names.
8. 9. 10.
sphere
11. 12.
Chapter 11 • Lesson 1 four hundred sixty-three 463

Circle the objects that match the clues.

13. Kelly drew objects that
have both flat and
curved surfaces.
14. Sandy drew

SMARTER
some rectangular prisms.
15. +
Match each shape to the group
SMARTER
where it belongs.
• • • • •
• • •
Both flat and Only flat Only a curved

curved surfaces surfaces surface
TAKE HOME ACTIVITY • Ask your child to name real objects FOR MORE PRACTICE:
shaped like a sphere, a rectangular prism, and a cylinder. Standards Practice Book
464 four hundred sixty-four

Name
HANDS ON
Combine Three-Dimensional Lesson 11.2
Shapes Geometry—1.G.2
Essential Question How can you combine
three-dimensional shapes to make new shapes? MATHEMATICAL PRACTICES
MP.1, MP.2, MP.3
Hands
On
Listen
Listen and
and Draw
Draw
Trace to draw the new shape.

Write to name the new shape.
Mandy Carl
Math
Describe the new shapes

FOR THE TEACHER • Have children trace the shapes
to solve the problems. Mandy stacks one cylinder on
Mandy and Carl made.
top of another cylinder. Carl stacks one cube on top
of another cube. What new shapes did Mandy and
Carl make?
Chapter 11 four hundred sixty-five 465
Model
Model and
and Draw
Draw
You can put shapes together

What other
to make a new shape. new shapes could
you make?
or or
Share
Share and
and Show
Show
Which new shape can you make?

Combine.
Circle it.
1.
2.
3.
466 four hundred sixty-six

Name
On
On Your
Your Own
Own
MATHEMATICAL
PRACTICE 6
Attend to Precision

Combine.
Circle it.
4.
5.
6.
7.
8. SMARTER
Chapter 11 • Lesson 2 four hundred sixty-seven 467

DEEPER
Circle the shapes you could use to
model the ice cream cone.
9.
10. Circle the ways that make

SMARTER
the same shape.
11. Combine
SMARTER and .
Choose all the new shapes you can make.
● ● © Houghton Mifflin Harcourt Publishing Company
● ●
TAKE HOME ACTIVITY • Ask your child to show you two FOR MORE PRACTICE:
different new shapes he or she can make by combining Standards Practice Book
a soup can and a cereal box.
468 four hundred sixty-eight

Name
HANDS ON
Make New Three-Dimensional Lesson 11.3
Shapes Geometry—1.G.2
Essential Question How can you use a
combined shape to build new shapes? MATHEMATICAL PRACTICES
MP.1, MP.2, MP.3
Listen
Listen and
and Draw
Draw
Draw to copy the shape.

Math
Describe how to draw

FOR THE TEACHER • Leila put a box on top to copy the new shape.
of another box. Draw to copy the new shape
Leila made.
Chapter 11 four hundred sixty-nine 469

Model
Model and
and Draw
Draw
Circle a new shape

Step 1 Step 2 Step 3 you can make. Explain
why you cannot make
Build. Repeat. Combine. the other shape.
Share
Share and
and Show
Show

Combine. Which new shape
Build and Repeat.
can you make? Circle it.
1.
2.
3.
470 four hundred seventy

Name
On
On Your
Your Own
Own
MATHEMATICAL
PRACTICEUse a Concrete Model
5
Combine. Which new shape

Build and Repeat.
can you make? Circle it.
4.
5.
6.
7. SMARTER Look at the

shape.
How many are used to

make the shape? — make the shape.
How many are used

to make the shape? — make the shape.
TAKE HOME ACTIVITY • Ask your child to FOR MORE PRACTICE:

explain how he or she solved Exercise 4. Standards Practice Book
Chapter 11 • Lesson 3 four hundred seventy-one 471

Name
Concepts
Concepts and
and Skills
Skills
1. Circle the rectangular prisms. (1.G.1)

2. Draw a line under the shapes that have both
flat and curved surfaces. (1.G.1)
Use three-dimensional shapes. (1.G.2)

Combine.
Circle it.
3.
4. SMARTERWhich
new shape can you
make? (1.G.2) Combine and .
472 four hundred seventy-two

Name
PROBLEM SOLVING
Problem Solving • Take Apart Lesson 11.4
Three-Dimensional Shapes Geometry—1.G.2
Essential Question How can acting it out help you take
apart combined shapes? MATHEMATICAL PRACTICES
MP.6, MP.7, MP.8
Mike has , , , and . He chose

some shapes to build a bridge. Which
shapes did Mike use to build the bridge?
Unlock
Unlock the
the Problem
Problem

I need to use?
which shapes Mike Mike has these shapes.

chose to build the bridge

HOME CONNECTION • Your child is investigating how shapes can be

taken apart. Being able to decompose shapes into smaller parts
provides a foundation for future work with fractions.
Chapter 11 four hundred seventy-three 473

Try
Try Another
Another Problem
Problem
Kim used shapes to

build this castle.
• What do I need
Use three-dimensional to find?
shapes. Circle your answer. do I need to use?
1. Which shapes did Kim use 2. Which shapes did Kim use
to build the tower? to build this wall?
3. Which shapes did Kim use 4. Which shapes did Kim use
to build this wall? to build the gate?
Math
Describe how you know

which shapes Kim used
to build the tower.
474 four hundred seventy four

Name
Share
Share and
and Show
Show
PRACTICE Analyze Use three-dimensional shapes.

MATHEMATICAL
1
Circle your answer.

5. Zack used shapes to build
this gate. Which shapes
did Zack use?
6. Chris used shapes to build

this wall. Which shapes
did Chris use?
7. Rosa uses
SMARTER
, , , and
to build a tower. Draw to show
a tower Rosa could build.
Chapter 11 • Lesson 4 four hundred seventy-five 475

On
On Your
Your Own
Own WRITE Math
DEEPER
Circle the ways that show the same shape.
8.
9. SMARTER
10. SMARTER
Sharon has many different blocks.
She built this shape with her blocks.
Choose all the shapes Sharon used.
● ●
● ●
TAKE HOME ACTIVITY • Use real items such as a soup can FOR MORE PRACTICE:
(cylinder) and a cereal box (rectangular prism) to build a shape. Standards Practice Book
Ask your child to name the shapes you used.
476 four hundred seventy-six

Name
HANDS ON
Two-Dimensional Shapes on Lesson 11.5
Three-Dimensional Shapes Geometry—1.G.1
Essential Question What two-dimensional shapes do you
see on the flat surfaces of three-dimensional shapes? MATHEMATICAL PRACTICES
MP.1, MP.4, MP.6
Hands
On
Listen
Listen and
and Draw
Draw
Use a cone.
Math
What other shape could

you use to draw the
FOR THE TEACHER • Read the following problem same kind of picture?
and have children use the workspace to act it out.
Lee places a cone on a piece of paper and draws Explain.
around its flat surface. What did Lee draw?
Chapter 11 four hundred seventy-seven 477

Model
Model and
and Draw
Draw
Trace around the flat surfaces of the

three-dimensional shape to find the
two-dimensional shapes.
Share
Share and
and Show
Show
Use three-dimensional shapes. Trace around

the flat surfaces. Circle the shapes you draw.
1.
2.
3.
478 four hundred seventy-eight

Name
On
On Your
Your Own
Own
MATHEMATICAL
PRACTICE Make Connections Circle the objects you
6
could trace to draw the shape.

4.
5.
6.
7.
8. Draw a shape you

SMARTER
would make if you traced this object.
Chapter 11 • Lesson 5 four hundred seventy-nine 479

Circle the shape that the pattern will

make if you fold it and tape it together.
9. 10.
11. SMARTER +
Kei wants to trace a .
She finds these objects.
Which object should she use?
__ globe jar box
What would happen if Kei used the

to trace a shape?
TAKE HOME ACTIVITY • Collect a few three-dimensional objects,

such as boxes, that are shaped like rectangular prisms or cubes. FOR MORE PRACTICE:
Ask your child what two-dimensional shapes are on those objects. Standards Practice Book
480 four hundred eighty

Name
1. Match each shape to the group where
it belongs.
● ● ● ● ●
● ● ●
Only flat Only a curved Both flat and

surfaces surface curved surfaces
2. Combine and . Choose all

the new shapes you can make.
Assessment Options
Chapter 11 Chapter Test four hundred eighty-one 481
3. Build and repeat. Choose Yes or No.
Can two make ? Yes No
4. Damon built this shape.
Choose all the shapes Damon used.
5. Circle the number that makes the

sentence true.
0
There are 1 circles on a .
482 four hundred eighty-two

Name
6. Sara wants to trace a . She finds

these objects.
Which object should she use?
What would happen if she used the

to trace a shape?
7. Which shape has only 2 flat surfaces?
8. Look at the shape.

How many are used to make the shape?
b
Chapter 11 four hundred eighty-three 483
9. Ellen built this shape.
Which objects did Ellen use?

Circle them.
Draw another way to combine the objects.
10. Hector built this shape.
Choose all the shapes Hector used.

484 four hundred eighty-four

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Imagebroker/Alamy
Chapter 12
Chapter
12
Geometry
Cur
ious Ab
on a playground?
Shapes can be found
in many places. What
shapes might you see
Two-Dimensional
out Math w
ith
four hundred eighty-five

485
Name
Show Wha t You Know
Sort by Shape
Circle the shape that belongs in each group.
1.
2.
Sort Shapes
Circle the shapes with 4 sides.
3.
Identify Two-Dimensional Shapes

Color each square blue. Color each rectangle yellow.
Color each circle red.
4.
and Intervention
486 four hundred eighty-six

Name
Review Words
Voca bula ry Builder circle
hexagon
rectangle
Visualize It square
Complete the chart. triangle
Mark each row with a .
Sounds I Do Not
Word I Know
Familiar Know
circle
hexagon
rectangle
square
triangle
Write the number of each shape.
1. — circles
2. — squares
3. — triangles

Chapter 12 Multimedia eGlossary four hundred eighty-seven 487
Chapter 12 Game Rocket
Materials
Shapes
• •6 •8 • 14 3 Place that shape on the rocket
Play with a partner. if you can.
Take turns. 4 If you cannot place the
shape, your turn is over.
1 Spin the .
5 The first player to cover
2 Name the shape you spin.
a whole rocket wins.
Player 1 Player 2
488 four hundred eighty-eight
Name
Lesson 12.1
Sort Two-Dimensional Shapes Geometry—1.G.1
Essential Question How can you use attributes
to classify and sort two-dimensional shapes? MATHEMATICAL PRACTICES
MP.6, MP.7, MP.8
Listen
Listen and
and Draw
Draw
Draw to sort the shapes.

Write the sorting rule.
Math
Explain Are there

FOR THE TEACHER • Read the following aloud.
Devon wants to sort these shapes to show a group shapes that did not go
of triangles and a group of rectangles. Draw and in your groups?
write to show how Devon sorts the shapes.
Chapter 12 • Lesson 1 four hundred eighty-nine 489

Model
Model and
and Draw
Draw
Here are some ways to sort A square is a

two-dimensional shapes. special kind of
rectangle.
curved
—— and closed shapes closed shapes
closed shapes with — sides with — vertices
circles triangles rectangles
Share
Share and
and Show
Show THINK
Vertices (corners)
Read the sorting rule. Circle the are where the sides
meet.
shapes that follow the rule.
1. 4 vertices (corners) 2. not curved
3. only 3 sides 4. more than 3 sides

490 four hundred ninety

Name
REMEMBER
On
On Your
Your Own
Own Read the sorting
rule first.
MATHEMATICAL
PRACTICE Use Math Vocabulary
6
Circle the shapes that follow the rule.

5. curved 6. only 3 vertices (corners)
7. 4 sides 8. 4 sides are the same length
Draw 2 different two-dimensional

SMARTER
shapes that follow both parts of the sorting rule.

9. 3 sides and 10. 2 sides are long and

3 vertices (corners) 2 sides are short
Chapter 12 • Lesson 1 four hundred ninety-one 491

Ted sorted these shapes three

different ways. Write sorting
rules to tell how Ted sorted.
11.
12.
13. SMARTER
14. Which shapes have more

SMARTER
than 3 sides? Choose all that apply.

● ● ● ● ●
TAKE HOME ACTIVITY • Gather some household objects such as FOR MORE PRACTICE:
photos, coins, and napkins. Ask your child to sort them by shape. Standards Practice Book
492 four hundred ninety-two

Name
HANDS ON
Describe Two-Dimensional Shapes Lesson 12.2
Essential Question What attributes can you
Geometry—1.G.1
use to describe two-dimensional shapes?
On
Listen
Listen and
and Draw
Draw
Use two-dimensional shapes. Sort them

into two groups. Draw to show your work.
curved straight
Math
Explain how you sorted

FOR THE TEACHER • Have children sort the shapes into two
two-dimensional shapes into groups that groups. Name the shapes
are curved and straight. Have them draw
the shapes to show how they sorted. in each group.
Chapter 12 four hundred ninety-three 493

Model
Model and
and Draw
Draw
side
Some shapes have
straight sides and
vertices (corners).
trapezoid hexagon
(corner)
vertex
Share
Share and
and Show
Show
Use two-dimensional shapes. Draw

and write to complete the chart.
Number
Draw the Number of
Shape of Vertices
shape. Straight Sides
(Corners)
1. hexagon
2. rectangle
3. square
4. trapezoid
5. triangle
494 four hundred ninety-four

Name
On
On Your
Your Own
Own
Use to trace each straight side.

Use to circle each vertex (corner).
Write the number of sides and vertices (corners).
6. 7.
— sides — sides
— vertices — vertices
8. 9.
— sides — sides
10. 11.
— sides — sides
SMARTER Draw a picture to solve.

12. I am a shape with 13. I am a shape with
3 straight sides and 4 straight sides that
3 vertices. are the same length

and 4 vertices.
Chapter 12 • Lesson 2 four hundred ninety-ive 495

MATHEMATICAL
6
Use Math Vocabulary
PRACTICE
Draw shapes to match the clues.

14. Jake draws a shape that
has fewer than 5 sides.
It has 3 vertices.
15. Meg draws a shape with

4 sides. She labels it as
a trapezoid.
16. Ben draws two

DEEPER
different shapes. They

each have only 4 vertices.
17. Circle the number that makes

SMARTER
the sentence true.
2
A has 3 vertices (corners).

4
TAKE HOME ACTIVITY • Have your child draw a square, a trapezoid,

and a triangle. For each shape, have him or her show you the sides FOR MORE PRACTICE:
and vertices and tell how many of each. Standards Practice Book
496 four hundred ninety-six

Name
HANDS ON
Combine Two-Dimensional Shapes Lesson 12.3
Essential Question How can you put two-dimensional
Geometry—1.G.2
shapes together to make new two-dimensional shapes?
MP.5, MP.6
Hands
On
Listen
Listen and
and Draw
Draw
Use pattern blocks. Draw to show your work.

Math
FOR THE TEACHER • Have children use pattern Describe the new shape
blocks to act out the following problem. Karen Karen made.
has some pattern blocks. She puts two triangles
together. Draw a new shape Karen could make.
Chapter 12 four hundred ninety-seven 497

Model
Model and
and Draw
Draw
How many do you need to make a ?
—
2 make a .
Share
Share and
and Show
Show
Use pattern blocks. Draw to show the blocks.

Write how many blocks you used.
1. How many make a ? 2. How many make a ?
make a . — make a .
—
498 four hundred ninety-eight

Name
On
On Your
Your Own
Own
MATHEMATICAL
PRACTICE Use a Concrete Model Use pattern
5
blocks. Draw to show the blocks.

Write how many blocks you used.
3. How many make a ? 4. How many make a ?
— make a . — make a .
5. Use me two times to

SMARTER
make this shape. Which block

am I? Circle a block to show
your answer.
6. Use these pattern blocks

DEEPER
to make the shape. Write how many

times you used each block.
— — —
Chapter 12 • Lesson 3 four hundred ninety-nine 499
Use pattern blocks.

DEEPER
Draw to show your answer.
7. 2 make a .
How many make 3 ?
make 3 .
—
8. SMARTER + How many

make a ?
Use pattern blocks. Draw to show the blocks you used.
TAKE HOME ACTIVITY • Have your child explain how FOR MORE PRACTICE:
500 five hundred

Name Lesson 12.4
Combine More Shapes
Geometry—1.G.2
Essential Question How can you combine
two-dimensional shapes to make new shapes? MATHEMATICAL PRACTICES
MP.1, MP.4
Hands
On
Listen
Listen and
and Draw
Draw
Use shapes to fill each outline.

Math
Use the outline on the left

FOR THE TEACHER • Have children use two to describe how two
shapes to fill the outline on the left, and draw a
line to show the two shapes. Then have children
shapes can make another
use three shapes to fill the outline on the right, shape.
again drawing lines to show the shapes.
Chapter 12 five hundred one 501

Model
Model and
and Draw
Draw
Combine shapes to
make a new shape.
or
How else could you

combine 2 ?
Share
Share and
and Show
Show
Circle two shapes that can combine

to make the shape on the left.
1.
2.
3.
502 five hundred two

Name
On
On Your
Your Own
Own
MATHEMATICAL
PRACTICEUse Diagrams Circle two
4
shapes that can combine to make the

shape on the left.
4.
5.
Draw lines to show two different

SMARTER
ways to combine the shapes on the left to

make new shapes on the right.
6.
7.
Chapter 12 • Lesson 4 five hundred three 503

Draw lines to show how the shapes on the left

SMARTER
combine to make the new shape.

8.
9.
10.
11. Circle the two shapes that

SMARTER
can combine to make this new shape.
TAKE HOME ACTIVITY • Ask your child to draw a new FOR MORE PRACTICE:
shape he or she can make by combining two triangles. Standards Practice Book
504 five hundred four

PROBLEM SOLVING
Name
Problem Solving • Make New Lesson 12.5
Two-Dimensional Shapes Geometry—1.G.2
Essential Question How can acting it out help
you make new shapes from combined shapes? MATHEMATICAL PRACTICES
MP.1, MP.4
Cora wants to combine shapes

to make a circle. She has .
How can Cora make a circle?
Unlock
Unlock the
the Problem
Problem
What do I need to find? What information do

I need to use?
how Cora can make a Cora uses this shape.
circle
Step 1 Use shapes. Combine to make
a new shape.
and make
Step 2 Then use the new shape.

and make
HOME CONNECTION • Recognizing how shapes can be put together and

taken apart provides a foundation for future work with fractions.
Chapter 12 five hundred five 505

Try
Try Another
Another Problem
Problem
• What do I need
Use shapes to solve. to find?
Draw to show your work. • What information
do I need to use?
1. Use to make a larger .
Step 1 Combine shapes to make a new shape.
and make
and make
2. Use to make a .
and make
Step 2 Then use the new shape. © Houghton Mifflin Harcourt Publishing Company
and make
Math
Describe how you made

the rectangle in
Exercise 2.
506 five hundred six

Name
Share
Share and
and Show
Show
MATHEMATICAL
PRACTICE Analyze Relationships Use
1
shapes to solve. Draw to show your work.
3. Use to make a .
and make
and make
4. SMARTER Use and to make a .

and make

and make
TAKE HOME ACTIVITY • Have your child

explain how he or she solved Exercise 3. FOR MORE PRACTICE:
Chapter 12 • Lesson 5 five hundred seven 507

Name
Concepts
Concepts and
and Skills
Skills
Write the number of sides and

vertices (corners). (1.G.1)
1. 2.
— sides — sides
Circle the shapes that can combine
to make the new shape. (1.G.2)
3.
4. SMARTER Which new shape can you make? (1.G.2)
Step 1
Combine and to make .

Step 2
Then use and .
508 five hundred eight Chapter 12

Name
HANDS ON
Find Shapes in Shapes Lesson 12.6
Essential Question How can you find Geometry—1.G.2
shapes in other shapes?
MP.4, MP.5
Hands
On
Listen
Listen and
and Draw
Draw
Use pattern blocks. What shape can

you make with 1 and 2 ?
Draw to show your shape.
Math
Explain Can you use

the same pattern blocks
FOR THE TEACHER • Have children explore
making new shapes with the given pattern to make a different
blocks. Discuss different shapes that can be shape?
made using the same pattern blocks.
Chapter 12 five hundred nine 509

Model
Model and
and Draw
Draw
Which two pattern blocks make

this shape?
Share
Share and
and Show
Show
Use two pattern blocks to make the shape.

Draw a line to show your model.
Circle the blocks you use.
1. 2.
510 five hundred ten

Name
On
On Your
Your Own
Own
MATHEMATICAL
5
PRACTICE Use a Concrete Model
Use two pattern blocks to make the shape.
Draw a line to show your model.
Circle the blocks you use.
3. 4.
5. 6.
7. Use three pattern blocks to

SMARTER
make the shape. Draw lines to show

your model. Circle the blocks you use.
Chapter 12 • Lesson 6 five hundred eleven 511

Make this shape.

SMARTER
Use the number of pattern blocks

listed in the exercise. Write how many
of each block you use.
8. Use 3 blocks. 9. Use 5 blocks.
— — — —
— — — —
10. Use 7 blocks. 11. Use 8 blocks.
— — — —
— — — —
12. Use 4 pattern blocks

SMARTER
to fill the shape. Draw to show the

blocks you used.
TAKE HOME ACTIVITY • Have your child use this page to explain FOR MORE PRACTICE:
how to find shapes within the given shape. Standards Practice Book
512 five hundred twelve

Name Lesson 12.7
Take Apart Two-Dimensional Geometry—1.G.2
Shapes MATHEMATICAL PRACTICES
Essential Question How can you take apart two MP.1, MP.7
dimensional shapes?
Listen
Listen and
and Draw
Draw
Color rectangles orange.

Color triangles purple.
Math
FOR THE TEACHER • Read the following aloud.
Angelina put some triangles and rectangles
Explain What shapes
together. She drew pictures to show what she did Angelina make?
made. Color to show how Angelina put the
shapes together.
Chapter 12 five hundred thirteen 513

Model
Model and
and Draw
Draw
You can draw to show

parts of a shape.
shows and
Share
Share and
and Show
Show
Draw a line to show the parts.

1. Show 2 . 2. Show 2 .
3. Show 2 . 4. Show 2 .
514 five hundred fourteen

Name
On
On Your
Your Own
Own
MATHEMATICAL
PRACTICEIdentify Relationships
7
Draw a line to show the parts.

5. Show 2 . 6. Show 2 .
7. Show 1 and 1 . 8. Show 1 and 1 .
SMARTER
Draw two lines to show the parts.
9. Show 3 . 10. Show 2 and1 .

Chapter 12 • Lesson 7 five hundred fifteen 515

11. SMARTER How many squares

are there?
squares
12. SMARTER Draw a line to show the parts.

Show 2
TAKE HOME ACTIVITY • Ask your child to explain how FOR MORE PRACTICE:
516 five hundred sixteen

Name Lesson 12.8
Equal or Unequal Parts Geometry—1.G.3
Essential Question How can you identify equal
and unequal parts in two-dimensional shapes? MP.1, MP.3, MP.6
Listen
Listen and
and Draw
Draw
Draw to show the parts.
Show 2 . Show 3 .
Math
Describe how the

FOR THE TEACHER • Have children draw lines
to show two triangles in one square and three triangles shown in each
triangles in the other square. square compare.
Chapter 12 five hundred seventeen 517

Model
Model and
and Draw
Draw
These show equal parts, These show unequal parts,

or equal shares. or unequal shares.
How can you

describe equal
shares?
THINK
Share
Share and
and Show
Show Are the parts
the same size?
Circle the shape that shows equal parts.
1. 2. 3.
Circle the shape that shows unequal parts.

4. 5. 6. © Houghton Mifflin Harcourt Publishing Company
518 five hundred eighteen

Name
THINK
Equal shares means
On
On Your
Your Own
Own the same as equal
MATHEMATICAL
parts.
PRACTICE Use Math Vocabulary
6
Color the shapes that show unequal shares.

7.
8.
Color the shapes that show equal shares.

9.
10.
SMARTER Write the number of equal shares.

11. 12.
equal shares equal shares

Chapter 12 • Lesson 8 five hundred nineteen 519
SMARTER Draw lines to show the parts.

13. 2 equal parts
14. 2 unequal parts
15. 4 equal shares
16. 4 unequal shares
17. Does the shape show equal

SMARTER
shares? Choose Yes or No.

● Yes ● No
● Yes ● No
● Yes ● No
TAKE HOME ACTIVITY• Draw a circle on a piece of paper. FOR MORE PRACTICE:
Ask your child to draw a line so the circle shows 2 equal shares. Standards Practice Book
520 five hundred twenty

Name Lesson 12.9
Halves Geometry—1.G.3
Essential Question How can a shape be separated
into two equal shares? MATHEMATICAL PRACTICES
MP.1, MP.4, MP.6
Listen
Listen and
and Draw
Draw
Draw to solve.
Math
FOR THE TEACHER • Have children draw to solve Talk Mathematical Practices
this problem: Two friends share the sandwich on
the left. How can they cut the sandwich so each Describe Will all four
gets an equal share? Then have children solve this friends get the same
problem: Two other friends share the sandwich
on the right. How could this sandwich be cut a amount of sandwich?
different way so each friend gets an equal share?
Chapter 12 five hundred twenty-one 521
Model
Model and
and Draw
Draw
The 2 equal shares

make 1 whole. 2 equal shares
Is half of the
circle larger or
smaller than the
whole circle?
1 whole 2 halves
Share
Share and
and Show
Show
Draw a line to show halves.
1. 2.
3. 4.
522 five hundred twenty-two

Name
THINK
On
On Your
Your Own
Own Halves are equal
shares.
MATHEMATICAL
PRACTICE Analyze Relationships
1
Circle the shapes that show halves.

5. 6. 7.
8. 9. 10.
11. 12. 13.
14. Use the picture.

SMARTER
Write numbers to solve.

The picture shows halves.

The equal shares make whole.
Chapter 12 • Lesson 9 five hundred twenty-three 523

Draw or write to solve.

15. Color half of each shape.
16. Linus cut a circle into equal

shares. He traced one of
the parts. Write half of or
halves to name the part.
a circle
17. Draw three different ways to

DEEPER
show halves.
18. SMARTER Circle the shapes that show halves.

TAKE HOME ACTIVITY • Draw a rectangle on a piece of FOR MORE PRACTICE:

paper. Ask your child to draw a line to show halves. Standards Practice Book
524 five hundred twenty-four

Name Lesson 12.10
Fourths Geometry—1.G.3
Essential Question How can a shape be separated
into four equal shares? MATHEMATICAL PRACTICES
MP.1, MP.4, MP.6
Listen
Listen and
and Draw
Draw
Use what you know about halves.

Draw to solve. Write how many.
There are — equal shares.

Math
FOR THE TEACHER • Read the following problem. Explain How did you
Two friends will share a pizza. Then two more
friends come. Now four friends will share the pizza. decide how to cut
How can the pizza be cut so each friend gets an
equal share? How many equal shares are there?
the pizza?
Chapter 12 five hundred twenty-five 525

Model
Model and
and Draw
Draw
The 4 equal shares make 1 whole.

4 equal shares
How can you

describe one of the
4 equal shares?
1 whole 4 fourths, or
4 quarters
Share
Share and
and Show
Show
Color a fourth of the shape.

1. 2. 3.
Color a quarter of the shape.

4. 5. 6.
526 five hundred twenty-six

Name
On
On Your
Your Own
Own
MATHEMATICAL
PRACTICEUse Diagrams Circle the shapes
4
that show fourths.

7. 8. 9.
10. 11. 12.
13. 14. 15.
16. DEEPER Draw three different ways to show fourths.

Chapter 12 • Lesson 10 five hundred twenty-seven 527

Solve.
17. Write halves, fourths,
or quarters to name
the equal shares.
—— —————
18. SMARTER Circle the shape that shows quarters.
19. SMARTER +
Alano has a small pizza.
He wants to share the pizza with friends.
He cuts the pizza into fourths.
Draw lines to show how he cuts the pizza.
How many equal shares did you draw? —

How many halves can you show in a circle? —
Tell how you can solve this problem in a different way.
TAKE HOME ACTIVITY • Draw a circle on a piece of FOR MORE PRACTICE:

paper. Ask your child to draw lines to show fourths. Standards Practice Book
528 five hundred twenty-eight

Name
1. Which shapes have only 3 sides?
Choose all that apply.
2. Circle the number that makes the sentence true.
2
A has 3 vertices (corners).
4
3. How many make a ?
Use pattern blocks. Draw to show

the blocks you used.
Assessment Options
Chapter 12 Chapter Test five hundred twenty-nine 529
4. Circle two shapes that can combine to
make this new shape.
5. Use to make a . Use pattern blocks.

Step 1 Combine shapes.
and make
Step 2 Use the new shape.
and make
How many do you need to make

a ?
b
Can you make a with 3 ? Choose
Yes or No.
Yes No
530 five hundred thirty

Name
6. Use 4 pattern blocks to fill the shape.

Draw to show the blocks you used.
7. Draw a line to show the parts. Show 2 .
8. Does the shape show equal shares? Choose Yes or No.
Yes No
Yes No
Yes No
Chapter 12 five hundred thirty-one 531

9. Circle the shapes that show halves.
10. Draw lines to show fourths.
How many equal shares did you draw?
b
How many halves can you show in a rectangle?
b © Houghton Mifflin Harcourt Publishing Company
Tell how you can solve this problem in a

different way.
532 five hundred thirty-two

add sumar bar graph gráfica de barras
Kinds of Flowers
Flowers in the Garden
daisies
3+2=5 sunflowers
0 1 2 3 4 5 6 7
Number of Flowers
addend sumando circle círculo
1+3=4
addend
addition sentence enunciado compare comparar

de suma
2 + 1 = 3 is an Subtract to compare groups.

addition sentence.
5–1=4
There are more .
H1
cone cono cube cubo
count back contar hacia atrás curved surface superficie

curva
Some three-dimensional
shapes have a
curved surface.
8–1=7
Start at 8.
Count back 1.
You are on 7.
cylinder cilindro
count on contar hacia
adelante
4+2=6
Say 4.
Count on 2.
5, 6
H2
difference diferencia doubles minus one dobles
menos uno
4–3=1
The difference is 1.
5 + 5 = 10, so 5 + 4 = 9
digit dígito doubles plus one dobles

más uno
13 is a two-digit number.
The 1 in 13 means 1 ten.
The 3 in 13 means 3 ones.
5 + 5 = 10, so 5 + 6 = 11
doubles dobles equal parts partes iguales

These show equal parts,
or equal shares.
5 + 5 = 10
H3
equal shares porciones fourth of cuarto de
iguales
These show equal parts, A fourth of this shape
or equal shares. is shaded.
fewer menos fourths cuartos
3 fewer 1 whole 4 fourths, or

4 quarters
flat surface superficie plana half hour media hora

5
Some three-dimensional 11 12 1 10
10 2
shapes have only
9 3 15
flat surfaces.
8 4
7 6 5 20
25
30
A half hour has 30 minutes.
H4
half of mitad de hour hora
60
Half of this shape is shaded. 55 5
50 11 12 1 10
10 2
45 9 3 15
8 4
40 7 6 5 20
35 25
30
halves mitades hour hand horario
11 12 1
10 2
hour hand 9 3
8 4
7 6 5
1 whole 2 halves
hexagon hexágono hundred centena

10 tens is the same as 1 hundred.
H5
is equal to (∙) es igual a longest el más largo
longest
2 plus 1 is equal to 3.
2+1=3
is greater than es mayor que make a ten formar una decena

35 is greater than 27. Move 2 counters into the ten
frame. Make a ten.
8
+
_ 4
12
35 > 27
is less than es menor que minus (∙) menos
43 is less than 49.

4 minus 3 is equal to 1.
4–3=1
43 < 49
H6
minute hand minutero ones unidades
11 12 1
10 2
9 3
minute hand
8 4
7 6 5
10 ones = 1 ten
minutes minutos order orden

60
55 5
50 11 12 1 10 You can change the order
10 2 of the addends.
45 9 3 15
8 4
40 7 6 5 20
35 25 1+3=4 3+1=4
30
more más picture graph gráfica con

dibujos
Our Favorite Activity at the Fair

animals
rides
5–1=4
There are more .
H7
plus (∙) más rectangle rectángulo
2+1=3
A square is a
special kind of
rectangle.
quarter of cuarta parte de rectangular prism prisma

A quarter of this shape rectangular
is shaded.
A cube is a special
kind of rectangular
prism.
quarters cuartas partes related facts operaciones

relacionadas
41559 92554
11whole fourths,
whole 4 4 fourths,
oror
44quarters
quarters 5 1 4 5 9
1 whole 4 fourths, 92455

or 4 quarters
H8
shortest el más corto square cuadrado
shortest
side lado subtract restar
Subtract to find out

side how many.
sphere esfera subtraction sentence

enunciado de resta
4 − 3 = 1 is a subtraction
sentence.
H9
sum suma o total ten decena
The sum is 3.
10 ones = 1 ten
tally chart tabla de conteo trapezoid trapecio
Boys and Girls in Our Class Total

boys 9
girls 6
tally mark marca de conteo triangle triángulo
Each tally mark stands for 1.

stands for 5.
H10
unequal parts partes zero 0 cero
desiguales
When you add zero to
These show unequal parts, any number, the sum
or unequal shares. is that number.
5+0=5
unequal shares porciones

desiguales
These show unequal parts,

or unequal shares.
vertex vértice
vertex
H11

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© Houghton Mifflin Harcourt Publishing Company

They buy 15 apples in all.

If Dan buys 10 apples, how

two hundred thirty-seven

Show Wha t You Know

238 two hundred thirty-eight

Interactive Student Edition

240 two hundred forty

Write the missing numbers.

FOR THE TEACHER • Read the following problem.

Chapter 6 two hundred forty-one 241

Write the numbers. 11 12 13 14 15 16 17 18 19 20

Use a Counting Chart. Count forward.

14. Use a Counting Chart to write

the numbers counting forward.

Chapter 6 • Lesson 1 two hundred forty-three 243

Use a Counting Chart. Draw and

Draw more buttons so there

16. The bag has 56 buttons.

How many more buttons do you

17. Tito counts 105 cubes. Then he counts

forward some more cubes. Write the numbers.

244 two hundred forty-four

Start on 10. Count forward by tens.

Which numbers in the

Chapter 6 two hundred forty-ﬁve 245

Start on 3. Count by tens.

3, 13, 23, 33, —, —, —, —, —, —, —, —

Use a Counting Chart to count by tens.

Chart. Count by tens. Write the numbers.

10. If you start on

43 and count by tens, what

11. You say me when you start

DEEPERUse what you know about a Counting

16. Use a Counting Chart. Count

by tens. Match each number on the left

248 two hundred forty-eight

Use to model the problem.

How does your picture

Chapter 6 two hundred forty-nine 249

13 is a two-digit number. THINK

Use the model. Write the number

2. ten

250 two hundred fifty

Use the model. Write the number

5.  Draw cubes to show the

number. Write the missing numbers.

Chapter 6 • Lesson 3 two hundred fifty‑one 251

Draw cubes to show the number. Write the

7. Karen has 7 ones. Jimmy has

9 ones. They put all their ones together.

8. SMARTER Does the number match

252 two hundred ﬁfty-two

Use to model the problem.

Draw to show the group of ten another way.

How are the pictures

Chapter 6 two hundred ﬁfty-three 253

You can group 10 to Draw a

Use . Make groups of ten and ones.

— ten — ones — ten — ones

254 two hundred fifty-four

ten and ones. Draw your work. Write how many.

ten and ones to show 20.

Interactive Student Edition

2.          ten         

5. Draw cubes to show the

40 ones =           

2. 108, 109,         